Enhancing Student Self-reflection in College-level Diversity Courses

Authors

Nikki DiGregorio, Georgia Southern UniversityFollow
Delores D. Liston, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

4-5-2021

Publication Title

College Teaching

DOI

10.1080/87567555.2021.1901068

ISSN

1930-8299

Abstract

Diversity-centered courses may prompt student biases and misconceptions in unique ways. Studies have illustrated that developing an understanding of why value-laden content is difficult for students to learn is paramount to effective teaching. Research has indicated that self-reflection has a positive effect on academic growth. This study explores the development and implementation of an effective teaching strategy prompting self-reflection by students in diversity-centered courses. More specifically, the authors analyze the results of a pilot study and offer recommendations for replication in other courses, as well as implications for the broader community of multicultural education.

Comments

Taylor and Francis Publishers Rights and Permissions

Recommended Citation

DiGregorio, Nikki, Delores D. Liston. 2021. "Enhancing Student Self-reflection in College-level Diversity Courses." College Teaching: Taylor & Francis Online. doi: 10.1080/87567555.2021.1901068 source: https://www.tandfonline.com/doi/abs/10.1080/87567555.2021.1901068?journalCode=vcol20
https://digitalcommons.georgiasouthern.edu/ecology-facpubs/234