Enhancing Student Self-reflection in College-level Diversity Courses
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.
DiGregorio, Nikki, Delores D. Liston.
"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