Baseline Cultural Competency among Undergraduate Students at MSU, Mankato
Location
CSU 201
Start Date
20-4-2015 1:05 PM
End Date
20-4-2015 2:05 PM
Student's Major
Elementary and Early Childhood Education
Student's College
Education
Mentor's Name
Elizabeth Sandell
Mentor's Email Address
elizabeth.sandell@mnsu.edu
Mentor's Department
Elementary and Early Childhood Education
Mentor's College
Education
Description
The purpose of this study was to understand the starting point for undergraduate students in cultural competency, as assessed by the Intercultural Development Inventory (Hammer & Bennett, 2010). The baseline scores assisted instructors in providing meaningful learning and growth experiences for students in the course used for this study, Human Relations in a Multicultural Society. Our research questions were: (1) During academic year 2014 – 2015, what is the cultural orientation of undergraduate students when they begin a 200-level Human Relations course? (2) How does the beginning cultural orientation of students enrolled in the 200-level Human Relations course compare among semesters from 2011 to 2015? New data was collected from up to 200 persons, 18 to 30 years old, who were enrolled in EEC 222w (Human Relations in a Multicultural Society) (100 during the Fall semester, 2014, and 100 during the Spring semester, 2015). At the beginning of each semester, the students completed the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998, 2001). The scale measures individual and group intercultural sensitivity and is based on Bennett’s Developmental Model of Intercultural Sensitivity (Bennett, 1986). Outcomes of the study were used for program assessment by the College of Education. MSU may use this information in considering the effectiveness of its cultural diversity goal: experience diversity with supervised reflection and recognize and respond to conditions of marginalized populations.
Baseline Cultural Competency among Undergraduate Students at MSU, Mankato
CSU 201
The purpose of this study was to understand the starting point for undergraduate students in cultural competency, as assessed by the Intercultural Development Inventory (Hammer & Bennett, 2010). The baseline scores assisted instructors in providing meaningful learning and growth experiences for students in the course used for this study, Human Relations in a Multicultural Society. Our research questions were: (1) During academic year 2014 – 2015, what is the cultural orientation of undergraduate students when they begin a 200-level Human Relations course? (2) How does the beginning cultural orientation of students enrolled in the 200-level Human Relations course compare among semesters from 2011 to 2015? New data was collected from up to 200 persons, 18 to 30 years old, who were enrolled in EEC 222w (Human Relations in a Multicultural Society) (100 during the Fall semester, 2014, and 100 during the Spring semester, 2015). At the beginning of each semester, the students completed the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998, 2001). The scale measures individual and group intercultural sensitivity and is based on Bennett’s Developmental Model of Intercultural Sensitivity (Bennett, 1986). Outcomes of the study were used for program assessment by the College of Education. MSU may use this information in considering the effectiveness of its cultural diversity goal: experience diversity with supervised reflection and recognize and respond to conditions of marginalized populations.
Recommended Citation
Roche, Amanda; Olufolajimi Onadipe; and Oguljan Jumakuliyeva. "Baseline Cultural Competency among Undergraduate Students at MSU, Mankato." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
https://cornerstone.lib.mnsu.edu/urs/2015/oral_session_07/1
