Cultural Competence for College Students: How to Teach about Race, Gender and Inequalities

Autor/inn/en	Phan, Phu; Vugia, Holly; Jones, Terry
Titel	Cultural Competence for College Students: How to Teach about Race, Gender and Inequalities
Quelle	In: Thought & Action, (2015), S.71-86 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8475
Schlagwörter	Cultural Awareness; College Students; Social Attitudes; Consciousness Raising; Gender Bias; Racial Bias; Social Bias; Social Work; Ethnic Diversity; Social Problems; Teaching Methods; Urban Schools; Attitude Change; Student Attitudes; Experiential Learning; California + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Collegestudent; Social attidude; Soziale Einstellung; Bewusstseinsbildung; Geschlechterstereotyp; Racial discrimination; Rassismus; Soziale Arbeit; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Attitudinal change; Einstellungsänderung; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Kalifornien
Abstract	For the most part, students entering social work programs want to serve poor and oppressed populations. They see themselves as well-meaning and politically liberal, and view racism, sexism, and heterosexism as intolerable. They are highly offended by assertions that they may suffer from these "isms." However, to ready social work students to effectively serve diverse and oppressed communities, educators must coach students beyond their individualized world-view and help them gain self-reflexivity in the context of social realities. Despite their commitment to its importance, many social work educators still search for effective strategies to teach about race and oppression. This article describes the social work program at a medium-size public, urban California institution that has engaged these well-intentioned students to enhance their understanding of race and oppression in a required first-quarter course called "Race, Gender, and Inequality". The objective of this course is to achieve student commitment to multicultural competence and to assist historically disadvantaged, disenfranchised, and underserved populations. Although delivered in the social work program, the authors believe this approach, which requires students to explore their own values, beliefs, and behaviors, and makes them aware of their own biases, has merit for other fields that tackle the topic of race, gender, and inequality. This paper presents concrete recommendations, including explorations of student responses, suggestions for equitable presentation of material, and strategies for transformative learning. (ERIC).
Anmerkungen	National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01