Fostering First-Year Students’ Cultural Competence Through Understanding of Identity, Skills, History, and Future Professional Impact (Poster 22)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts: Highlighted Work

Abstract

This mixed-methods case study explored the impact of implementing an intentionally designed unit that included a book study and experiential learning project for future education and social work majors in a First-Year Experience course at a predominately white public university to address state-mandated cultural competencies utilizing Muhammad’s (2020) Historically Responsive Literacy Framework. Analysis of pre- and post-survey results, in addition to course artifacts, demonstrated participants’ growth in personal, cultural, and historical understanding as well as comfortability with conversations related to race. Findings may be useful in helping plan similar units to support college students and foster competencies related to race and equity.

Authors

• Jessica Tobin Nagle, Saint Joseph's University

• Rose Jagielo-Manion, West Chester University of Pennsylvania