東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The experience of diverse faculty wh...

Aranda, Elizabeth.

FindBook

Google Book

Amazon

博客來

The experience of diverse faculty who provide multicultural education in psychology.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The experience of diverse faculty who provide multicultural education in psychology./
作者:	Aranda, Elizabeth.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
Contained By:	Dissertation Abstracts International76-02B(E).
標題:	Psychology, Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637133
ISBN:	9781321196320

The experience of diverse faculty who provide multicultural education in psychology.
Aranda, Elizabeth.

The experience of diverse faculty who provide multicultural education in psychology. - 177 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.

Thesis (Ph.D.)--Texas Woman's University, 2014.

Despite the relative increase in attention to multicultural psychology, there remain unexplored challenges in multicultural teaching for instructors of multicultural coursework. Examining how multicultural instructors navigate the potential conflicts that arise from their roles as multicultural educators was the primary focus of this investigation. The use of consensual qualitative research (CQR; Hill et al., 2005) was selected to assess the richness of the multicultural experience. Participants for this study were (a) currently, or recently, employed as an instructor in a higher-education academic setting; (b) currently, or recently, responsible to instruct courses relevant to multicultural education; and (c) self-identified with two or more components of a historically marginalized personal identity. Seventeen participants completed an initial pre-screening questionnaire, and 11 of the pre-screened individuals were available to complete a telephone interview, which was then transcribed. An analysis team met to review each transcript to comprise a set of core ideas. The common themes which emerged from the analysis were critical experiences, experiences with students, identity, outcomes, pedagogy, process, professional challenges, service, support, and worldview. The ways in which faculty members negotiate the integration of their personal and professional identities within the context of the academic setting are discussed, providing meaningful insights into the dynamics of multicultural education. Implications for multicultural competency, directions for future work, and limitations are noted.

ISBN: 9781321196320Subjects--Topical Terms:

1669154
Psychology, Counseling.

The experience of diverse faculty who provide multicultural education in psychology.
LDR:02522nam a2200289 4500 001 1968365
005 20141203120951.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781321196320
035 $a (MiAaPQ)AAI3637133
035 $a AAI3637133
040 $a MiAaPQ $c MiAaPQ
100 1 $a Aranda, Elizabeth. $3 2105515
245 1 4 $a The experience of diverse faculty who provide multicultural education in psychology.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
500 $a Adviser: Sally Stabb.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2014.
520 $a Despite the relative increase in attention to multicultural psychology, there remain unexplored challenges in multicultural teaching for instructors of multicultural coursework. Examining how multicultural instructors navigate the potential conflicts that arise from their roles as multicultural educators was the primary focus of this investigation. The use of consensual qualitative research (CQR; Hill et al., 2005) was selected to assess the richness of the multicultural experience. Participants for this study were (a) currently, or recently, employed as an instructor in a higher-education academic setting; (b) currently, or recently, responsible to instruct courses relevant to multicultural education; and (c) self-identified with two or more components of a historically marginalized personal identity. Seventeen participants completed an initial pre-screening questionnaire, and 11 of the pre-screened individuals were available to complete a telephone interview, which was then transcribed. An analysis team met to review each transcript to comprise a set of core ideas. The common themes which emerged from the analysis were critical experiences, experiences with students, identity, outcomes, pedagogy, process, professional challenges, service, support, and worldview. The ways in which faculty members negotiate the integration of their personal and professional identities within the context of the academic setting are discussed, providing meaningful insights into the dynamics of multicultural education. Implications for multicultural competency, directions for future work, and limitations are noted.
590 $a School code: 0925.
650 4 $a Psychology, Counseling. $3 1669154
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Pedagogy. $3 1669025
690 $a 0603
690 $a 0455
690 $a 0456
710 2 $a Texas Woman's University. $b Counseling Psychology. $3 2105516
773 0 $t Dissertation Abstracts International $g 76-02B(E).
790 $a 0925
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637133