Vicarious Education, Dialogue Education and Self-Efficacy among Indian Female Students in a Diversity Management Course

Autor/inn/en	Carrim, Nasima M. H.; Dresselhaus, Fritz
Titel	Vicarious Education, Dialogue Education and Self-Efficacy among Indian Female Students in a Diversity Management Course
Quelle	In: Africa Education Review, 16 (2019) 5, S.29-46 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1361331
Schlagwörter	Foreign Countries; Females; Womens Education; Student Attitudes; Diversity; Undergraduate Students; Teaching Methods; Dialogs (Language); Communication Skills; Self Efficacy; Cultural Awareness; Indians; Blended Learning; Human Resources; Employment Qualifications; Equal Opportunities (Jobs); Blacks; White Students; Minority Group Students; South Africa + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Kommunikationsstil; Self-efficacy; Selbstwirksamkeit; Cultural identity; Kulturelle Identität; Inder; Humankapital; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Black person; Schwarzer; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teaching, learning and assessment methods for teaching students about diversity should be transformative and achieve lasting changes in students' attitudes and behaviours towards diverse individuals. Therefore, dialogue education in the teaching and learning of an undergraduate course in diversity management at a higher education institution was considered as an alternative to existing practices. This article reports on a mixed method study that was conducted to gather data from students over a period of three years. The results of the study indicated that the majority of students did well with the dialogue approach to education except for a small underrepresented group of Indian females: they experienced low levels of self-efficacy in class discussions and presentations, thereby preventing them from benefitting from the educational opportunity offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01