Learning to Value the "Other": A Framework of Individual Diversity Development

Chávez, Alicia Fedelina; Guido-DiBrito, Florence; Mallory, Sherry L.

doi:10.1353/csd.2003.0038

Cited by 41 publications

(48 citation statements)

References 24 publications

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“…As Chávez, Guido-DiBrito, and Mallory (2003) point out, true transformation in higher education requires radical and uncomfortable reflection on the ways in which our experiences and backgrounds shape the work that we do. There is indeed room to assess the capacities of IR professionals as they advance data-driven advocacy for Latinx and other Students of Color.…”

Section: Resultsmentioning

confidence: 99%

Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

Abrica¹,

Rivas²

2017

AMAE Journal

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Various inequities and challenges facing Latinx students in community colleges continue to be documented. Yet, less documented are the challenges associated with advocacy efforts to support Latinx and other underrepresented Students of Color within the community college sector. There is not often pause to consider: who advocates for Latinx students? When and how does this advocacy take shape? In this article, we offer Chicana testimonios as institutional research (IR) professionals to highlight ways we experience, respond to, and challenge institutionalized racism and systemic obstacles to advocate for Latinx students in the California community college system. We situate our testimonios within a critique of the pillar of neutrality associated with the institutional research profession and argue for a critical examination of the ways in which IR may play an active role in the perpetuation or the dismantling of educational inequities in California community colleges.

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Section: Resultsmentioning

confidence: 99%

Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

Abrica¹,

Rivas²

2017

AMAE Journal

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“…This was supported by evidence from the students' interviews. Secondly, it allows students select their preferred foreign language learning styles and control both time and pace of language learning (Murphy 2011;Chavez et al 2003). Thirdly, audiovisual technologies provide opportunities of nonlinear organization of the foreign language learning process (Pisarenko and Arsaliev 2016).…”

Section: Discussionmentioning

confidence: 99%

Teaching a Foreign Language Using Videos

Pisarenko

2017

Social Sciences

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Education technology represents a system of influences on the trainee in the training process. It involves the management of a didactic process with the inclusion of stages of the trainees' activities, organization and control. The problem of educational technology efficiency is based on strategies of representation, acquisition, storing, reproducing, and actualization of various forms of educational information. This paper considers audiovisual technologies (AT) for foreign language training in high school. It reports on a number of audiovisual activities in foreign language training. The research provides some ideas of the students' perception of video in the education process. The classification of video materials allows consideration of the different pedagogical and didactic conditions of AT realization. The functional features of a video film in the training process and four stages of audiovisual education technology based on a video film are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing (illustrative viewing, fact-finding, studying, critical, and search viewing. The stages of AT realization (previewing, presentation, after-viewing, and actualization) are considered. An educational intervention using AT is developed and we investigate (1) the effectiveness of audiovisual technology as a teaching method; and (2) the degree of knowledge acquisition of the language content proposed to students. The aim of foreign language training is to form and to develop foreign language communicative competence that includes different skills, abilities and knowledge of grammar, pronunciation and vocabulary, skills in reading, writing, audition and speaking. To estimate the communicative competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of a foreign language and AT were perceived to be effective in teaching foreign languages. AT were perceived to facilitate students' knowledge acquisition and stimulate active learning. Foreign language training based on AT positively influences students' performance and should play a leading role in the effective communicative competence formation and development.

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“…The challenge in the successful integration of cultural issues into the curriculum lies in the achievement of a balance between enhancing knowledge of specific cultural groups and the acknowledgement and respect for individuals as individuals [19], so as to reduce the danger of developing or reinforcing stereotypes [20]. This will require not only the revision of the cognitive curricular components to increase knowledge and awareness of cultural factors that may impact clinical care and outcomes, but also the provision of experiences in addition to those currently available that expose students to diverse patient groups and facilitate the development of necessary skills [21][22][23].…”

Section: Discussionmentioning

confidence: 99%

Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum: A Needs Assessment

Loue

Wilson-Delfosse

Limbach

2014

J Immigrant Minority Health

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Physicians and other health care workers are increasingly being called upon to bridge the cultural differences that may exist between themselves and their patients. Adequate cross-cultural education is essential if existing health care disparities are to be reduced. We conducted a needs assessment to identify gaps in the cultural competence/sensitivity components of the undergraduate medical school curriculum at Case Western Reserve University School of Medicine. The 2011 study was designed (1) to assess how first and second year medical school students perceive the adequacy of the medical school curriculum with respect to issues of diversity and (2) the extent to which first and second year medical students believe that an understanding of issues relating to patient culture are important to the provision of effective patient care. Student perspectives were assessed through a web-based anonymous survey of all first year (n = 167) and all second year (n = 166) medical school students, two focus groups (total n = 14) and a Problem-based Case Inquiry Group exercise (n = 6), both with second year students. A substantial proportion of participating first and second year medical students do not believe that self-reflection regarding one's own cultural biases is important to one's performance as a physician, do not view an understanding of diverse patient cultural beliefs as important or very important in the provision of effective patient care, and are uncomfortable with and unsure about how to approach culture-related issues arising in patient care. The inclusion of specified elements--increased contact with diverse patients, more comprehensive resources, increased opportunities to practice communication skills and engage in self-reflection--may be critical to heighten student awareness of and comfort in interacting with diverse populations. Our findings are relevant to the development of medical school curricula designed to improve physician understanding of and responsiveness to diverse patient populations and efforts to reduce health disparities.

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Learning to Value the "Other": A Framework of Individual Diversity Development

Cited by 41 publications

References 24 publications

Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

Teaching a Foreign Language Using Videos

Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum: A Needs Assessment

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