Literaturnachweis - Detailanzeige
| Autor/in | Karpacheva, Tatyana A. |
|---|---|
| Titel | Critical Thinking Skills of Students of Diverse Backgrounds |
| Quelle | (2023), (75 Seiten)
PDF als Volltext Ed.D. Dissertation, Rivier University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3719-7934-6 |
| Schlagwörter | Hochschulschrift; Dissertation; First Generation College Students; Interaction; Interpersonal Relationship; Student Diversity; Minority Group Students; Racial Differences; Ethnicity; Critical Thinking; Thinking Skills; Correlation; Undergraduate Students; Intercultural Communication |
| Abstract | First-generation college (FGC) students start schools of higher education with lower academic skills and critical thinking skills (Terenzini et al., 1996) that impact their academic success and prospects of earning academic degrees (Davis, 2010; Katrevich & Aruguete, 2017). Diverse interactional experiences with students from different racial and ethnic groups will help FGC students improve critical thinking skills so they can meet the academic demands of higher education. These diverse interactional experiences with diverse groups proved helpful for the growth of critical thinking for academically underprepared students (Loes et al., 2012; Pascarella et al., 2014) such as FGC students (Chen, 2005; Choy, 2001; Saenz et al., 2007; Terenzini et al., 1996; Warburton et al., 2001).To analyze if there is a relationship between FGC students' interactions with students from different racial and ethnic groups and critical thinking skills, this study employed a cross-sectional correlational research design. The sample consisted of first-year FGC students from 17 undergraduate four-year institutions in New England. To answer the research question "What is the relationship between FGC students' interactions with students from different races and ethnicities and critical thinking skills?" A non-parametric Spearman's rank correlation test was chosen. There was a moderate, positive, and statistically significant correlation between FGC students' interactions with students from different races and ethnicities and critical thinking skills, r(33) = 0.34, p = 0.045. From a practical perspective, the research findings can be used to create out-of-class opportunities for FGC students for informal interracial and intercultural interactions with peers to promote the development of critical thinking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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