Doing Poverty: Learning Outcomes among Students Participating in the Community Action Poverty Simulation Program

Autor/inn/en	Steck, Laura West; Engler, Jennifer N.; Ligon, Mary; Druen, Perri B.; Cosgrove, Erin
Titel	Doing Poverty: Learning Outcomes among Students Participating in the Community Action Poverty Simulation Program
Quelle	In: Teaching Sociology, 39 (2011) 3, S.259-273 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X11407347
Schlagwörter	Poverty; Low Income Groups; Simulation; Community Action; Community Leaders; Experiential Learning; Interdisciplinary Approach; Sociology; Psychology; Gerontology; Undergraduate Students; Outcomes of Education; Qualitative Research; Reflection; Perspective Taking; Pennsylvania + Suchen Sie Ihr Suchwort? Armut; Simulation program; Simulationsprogramm; Community leadership; Gemeindeleitung; Experiental learning; Erfahrungsorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziologie; Psychologie; Gerontologie; Lernleistung; Schulerfolg; Qualitative Forschung; Zukunftsperspektive
Abstract	This article discusses an application of the Lewinian/Kolb experiential learning model in the context of undergraduate participation in the Missouri Community Action Poverty Simulation (CAPS) program. CAPS is designed to simulate common, everyday experiences among people living in poverty as participants take on the roles of family members working to make ends meet. The creators of CAPS emphasize that "CAPS is not a game" but "a unique tool that community action agencies are able to use to educate everyone, from policy makers to community leaders, about the day to day realities of life with a shortage of money and an abundance of stress." The authors facilitated the CAPS program with two large groups of undergraduate students enrolled in sociology, gerontology, and psychology courses at a medium-sized private college in south-central Pennsylvania. The analysis examines the experiential learning outcomes of the students as they reflect on their participation in the simulation. Following participation in CAPS, the students demonstrated an increased awareness of the material conditions of everyday life among families living in poverty. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10