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Cultural Competence Development of U...

Grant, Candy R.

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Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course./
Author:	Grant, Candy R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Agricultural education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835589
ISBN:	9798643196860

Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course.
Grant, Candy R.

Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 100 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Mississippi State University, 2020.

This item must not be sold to any third party vendors.

While empirical research abounds for ways to develop cultural competence, studies are scarce in how to track its growth in students. This study utilized a non-equivalent control group design to propose tracking growth using cultural competence mini lessons, selfassessment of cultural competency, and the Global Perspectives Inventory (GPI; Research Institute for Studies in Education, 2017). Data collected were used to align students along the levels of Cross's Cultural Competency Continuum (CCC; Cross, 2012). Forty-one (41) students enrolled in a multidisciplinary teaching methods course served as the study participants. Paired samples t-tests were conducted using the Statistical Package for the Social Sciences (SPSS v. 26) to track changes in pre-/post- scores. A significant difference was found for the self-ratings of the treatment group between the pretest (M = 6.75, SD = 2.15) and the posttest (M = 8.00, SD = 1.08, t(19) = -2.52, p = .02). Significant differences were also found for treatment group for the GPI Identity (Ident) scale between the pretest (M = 4.28, SD = .37) and the posttest (M = 4.46, SD = .45 t(19) = -2.22, p = .04), and for the Social Responsibility (SocRes) scale between the pretest (M = 3.44, SD = .35) and the posttest (M = 3.61, SD = .39, t(19) = -2.74, p = .01). Results suggest the use of mini lessons as one way to promote cultural competence development. Utilizing Cross's CCC to track growth resulted in misalignment between participants' self-ratings and placement into one of Cross's CCC levels for both the comparison and treatment groups. Cross cultural experiences were also examined, with interactions with people from other cultures (29.3%) and traveling abroad (21.9%) as the most reported. Implications and suggestions for future research are also discussed.

ISBN: 9798643196860Subjects--Topical Terms:

612126
Agricultural education.
Subjects--Index Terms:

college

Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course.
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245 1 0 $a Cultural Competence Development of Undergraduate Students in a Multidisciplinary Teaching Methods Course.
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500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Jagger, Carla B.
502 $a Thesis (Ph.D.)--Mississippi State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a While empirical research abounds for ways to develop cultural competence, studies are scarce in how to track its growth in students. This study utilized a non-equivalent control group design to propose tracking growth using cultural competence mini lessons, selfassessment of cultural competency, and the Global Perspectives Inventory (GPI; Research Institute for Studies in Education, 2017). Data collected were used to align students along the levels of Cross's Cultural Competency Continuum (CCC; Cross, 2012). Forty-one (41) students enrolled in a multidisciplinary teaching methods course served as the study participants. Paired samples t-tests were conducted using the Statistical Package for the Social Sciences (SPSS v. 26) to track changes in pre-/post- scores. A significant difference was found for the self-ratings of the treatment group between the pretest (M = 6.75, SD = 2.15) and the posttest (M = 8.00, SD = 1.08, t(19) = -2.52, p = .02). Significant differences were also found for treatment group for the GPI Identity (Ident) scale between the pretest (M = 4.28, SD = .37) and the posttest (M = 4.46, SD = .45 t(19) = -2.22, p = .04), and for the Social Responsibility (SocRes) scale between the pretest (M = 3.44, SD = .35) and the posttest (M = 3.61, SD = .39, t(19) = -2.74, p = .01). Results suggest the use of mini lessons as one way to promote cultural competence development. Utilizing Cross's CCC to track growth resulted in misalignment between participants' self-ratings and placement into one of Cross's CCC levels for both the comparison and treatment groups. Cross cultural experiences were also examined, with interactions with people from other cultures (29.3%) and traveling abroad (21.9%) as the most reported. Implications and suggestions for future research are also discussed.
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