Abstract
Students in service-learning courses often encounter individuals and communities with a variety of racial, ethnic, cultural and religious identities different from the students’ identities. Even when students are committed to genuine service, their interactions with difference are guided by conscious and unconscious stereotypes and biases. To maximize students’ cultural competencies, we need to help them recognize their biases and provide them with opportunities to expand their cultural awareness and understanding. In this session, participants will be introduced to the HEADS-UP model developed by Andreotti (2012) and will develop pre-, in-, and post-service reflection prompts based on the model and designed to assist students better recognize and reduce their cultural biases.
Location
Room 1005
Recommended Citation
Jones, Steven, "Addressing and Reducing Students’ Cultural Biases in Domestic and International Service-Learning" (2015). SoTL Commons Conference. 98.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/98
Addressing and Reducing Students’ Cultural Biases in Domestic and International Service-Learning
Room 1005
Students in service-learning courses often encounter individuals and communities with a variety of racial, ethnic, cultural and religious identities different from the students’ identities. Even when students are committed to genuine service, their interactions with difference are guided by conscious and unconscious stereotypes and biases. To maximize students’ cultural competencies, we need to help them recognize their biases and provide them with opportunities to expand their cultural awareness and understanding. In this session, participants will be introduced to the HEADS-UP model developed by Andreotti (2012) and will develop pre-, in-, and post-service reflection prompts based on the model and designed to assist students better recognize and reduce their cultural biases.
