An Examination of the Transformative Learning Potential of Alternative Spring Breaks

Mann, Jessica; DeAngelo, Linda

doi:10.1080/19496591.2016.1202835

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…That is, the significantly increased scores in the affect subset of the MAS and self-efficacy of the experimental group indicate the effectiveness of direct contact and the hands-on experiences working with individuals with disabilities on the emotional attitudes of kinesiology students. Our findings are in line with previous studies suggesting that personal interactions and direct contacts are significant to change of attitude toward individuals with disabilities (Fort et al, 2017;Rimmerman et al, 2000;Vilchinsky et al, 2010) and self-efficacy (Mann & Deangelo, 2016).One's emotional reaction toward individuals with disabilities is considered innate and spontaneous and would be modified by additional contact (Vilchinsky et al, 2010). Contact with individuals with disabilities itself can somewhat remove feeling of rejection toward people with disabilities; however, overcoming anxiety and uneasy feeling, and seeing individuals with disabilities' ability to function in the context requires longer interaction with the person with disability (Fort et al, 2017;Rimmerman et al, 2000).…”

Section: Discussionsupporting

confidence: 93%

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Lee

Chang

Haegele

2020

Journal of Experiential Education

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Background: Service-learning has been used in adapted physical activity and education (APA/E) courses in kinesiology. However, evidence has been lacking to clarify the need for utilizing service-learning in APA/E courses as an avenue to change attitudes of students. Purpose: This study aimed to compare two APA/E courses, one with service-learning and another without, to examine the effect of hands-on experiences working with individuals with disabilities on the attitudes of kinesiology undergraduate students. Methodology/Approach: Seventy-six undergraduate students enrolled in two APA/E courses were divided into the experimental ( n = 28) and control group ( n = 48). Only the experimental group had service-learning, which required working with children with autism in a physical activity program for 8 weeks. Both groups completed a self-efficacy measure and the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS) questionnaire at pre- and posttest. Findings/Conclusions: The results showed a significant positive change in the experimental group’s affect subset scores of the MAS and the self-efficacy measure. No significant changes in all variables were found in the control group. Implications: The findings of the study indicate that including a service-learning component in APA/E courses would be essential to change attitudes and increase self-efficacy of kinesiology students.

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Section: Discussionsupporting

confidence: 93%

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Lee

Chang

Haegele

2020

Journal of Experiential Education

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“…One area of research characterizes the content knowledge and skills that students need to be literate about the nature and consequences of social-group differences (e.g., perspective taking, systemic thinking; Adams et al, 2007; Au, 2009; Banks, 2007; Freire, 2001; Ladson-Billings, 1995; Noddings, 2005; Sleeter & Grant, 2009). A second area identifies pedagogical strategies that successfully help students learn about social-group differences (e.g., building greater self-awareness, critiquing stereotypes, celebrating aspects of one’s culture; e.g., Bertaux, Smythe, & Crable, 2012; Butin, 2007; Cammarota, 2011; Christens & Kirshner, 2011; Ginwright & James, 2002; Westheimer & Kahne, 2004). A third area examines institutional strategies that can help make schools and classrooms more inclusive and empowering spaces for students from diverse backgrounds (e.g., changes to teacher training or institutional design; Ball, 2000; Brayboy & Castagno, 2009; Darling-Hammond, French, & Garcia-Lopez, 2002; Delpit, 1995; Gay, 2000; Ladson-Billings, 1995, 2014; Morrison, Robbins, & Rose, 2008; Paris & Alim, 2017; Sleeter, 1996, 2011).…”

Section: Supporting Evidence From Multicultural and Social Justice Edmentioning

confidence: 99%

Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed

Stephens

Hamedani

Townsend

2018

Perspect Psychol Sci

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Today’s increasingly diverse and divided world requires the ability to understand and navigate across social-group differences. We propose that interventions that teach students about these differences can not only improve all students’ intergroup skills but also help disadvantaged students succeed in school. Drawing on interdisciplinary research, this article theorizes that teaching students a contextual understanding of difference can accomplish both of these important goals. Understanding difference as contextual means recognizing that social-group differences come from participating in and adapting to diverse sociocultural contexts. This article begins by reviewing research that highlights two distinct understandings of social-group differences—as contextual or essential—and demonstrates their consequences for intergroup outcomes. We then review research on multicultural and social justice education that highlights the potential benefits of educating students about social-group differences. We propose that these educational approaches are associated with intergroup and academic benefits for one key reason: They teach students a contextual theory of difference. Finally, to illustrate and provide causal evidence for our theory of how a contextual understanding of difference affords these benefits, this article provides an overview of the first social psychological intervention to teach students a contextual understanding of difference: difference-education.

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Flipping the Classroom: Using Video to Enhance First-Year Undergraduates’ Cultural Competency

et al. 2021

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An Examination of the Transformative Learning Potential of Alternative Spring Breaks

Cited by 5 publications

References 17 publications

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Does Service Learning Work? Attitudes of College Students Toward Individuals With Disabilities

Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed

Flipping the Classroom: Using Video to Enhance First-Year Undergraduates’ Cultural Competency

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