Baccalaureate-level social workers are often the front line of service for older adults with dementia. Therefore, future social workers must be provided knowledge, resources, and experiences to build the confidence and competence to work with clients exhibiting dementia symptoms at the undergraduate level. This study explores the impact of an experiential learning technique that provides undergraduate students in two introductory-level social work courses with an opportunity to participate in a dementia simulation. The simulation allows students to briefly experience life as an older adult with dementia. Results indicate that the simulation had a significant effect on the students' empathy toward and understanding of older adults with dementia.
The goal of this chapter is to describe the adverse impact of racial microaggressions on college students, particularly as it pertains to their decreased self-esteem and academic achievement. It will also provide insight on specific forms of microaggressions and how they may be perceived by various targeted groups. Although this chapter focuses on the impact of microaggressions on college students of color, the adverse effects on college students with disabilities, LGBTQ students, and students with physical and mental disabilities are to be noted as equally detrimental. Finally, this chapter will include implications to deconstruct racial microaggressions and provide insight on how educators and administrators may disarm racial microaggressions in the classroom and on college campuses in general.
The goal of this chapter is to provide an overview, promote awareness for cultural competence, and to illustrate various forms of deficiencies in multicultural education among educators in the United States. When serving as an educator, it is imperative to accept the responsibility of ensuring equal educational opportunity for all students. It is understood that most individuals naturally acculturate themselves with those whom they have connections with and are most comfortable with. This is no different among minority students who are new to the United States. Cultural norms must be acknowledged and students should be accommodated to foster a more engaging learning environment. Educators should engage in multicultural training and encourage culturally diverse and appropriate exchanges among all students. This will result in more confident students who would be more likely to feel connected, accepted, and esteemed; thus, giving students a foundation to to develop motivation to learn.
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