Impact of Coaching Feedback on Cultural Competency of Undergraduate Students at MSU, Mankato
Location
CSU 253
Start Date
18-4-2016 2:10 PM
End Date
18-4-2016 3:10 PM
Student's Major
Elementary and Early Childhood Education
Student's College
Education
Mentor's Name
Elizabeth Sandell
Mentor's Department
Elementary and Early Childhood Education
Mentor's College
Education
Description
Previous investigators have suggested that cultural competency (the capability to understand and adapt behavior to cultural differences and commonalities, Hammer & Bennett, 2010) is more than knowledge and understanding and more than classroom diversity or study abroad (Peterson, 2009). Investigators noted that support and encouragement of critical thinking played an integral role in participant growth. This team of student researchers wondered if experience with diversity combined with structured coaching might make a difference. Subjects included 70 MSU students participating in a Human Relations course during Fall 2015. At the beginning and end of the semester, students completed the Intercultural Development Inventory (IDI) (Hammer
& Bennett, 1998, 2001). The IDI scale measures individual and group intercultural sensitivity and is based on Bennett’s Developmental Model of Intercultural Sensitivity (Bennett, 1986). Students in two sections of EEC 222w were randomly assigned to groups. Group 1 received coaching from the instructor about their results from the IDI and suggestions about how to enhance their cultural competency. Group 2 had a one-on-one meeting with the instructor about their learning style. Students in both groups participated in the class as designed with service learning, cultural partnerships, textbook readings, and class panel presentations. Data analysis suggests that coaching made a statistically significant difference in changes in developmental orientation towards other cultures.
Impact of Coaching Feedback on Cultural Competency of Undergraduate Students at MSU, Mankato
CSU 253
Previous investigators have suggested that cultural competency (the capability to understand and adapt behavior to cultural differences and commonalities, Hammer & Bennett, 2010) is more than knowledge and understanding and more than classroom diversity or study abroad (Peterson, 2009). Investigators noted that support and encouragement of critical thinking played an integral role in participant growth. This team of student researchers wondered if experience with diversity combined with structured coaching might make a difference. Subjects included 70 MSU students participating in a Human Relations course during Fall 2015. At the beginning and end of the semester, students completed the Intercultural Development Inventory (IDI) (Hammer
& Bennett, 1998, 2001). The IDI scale measures individual and group intercultural sensitivity and is based on Bennett’s Developmental Model of Intercultural Sensitivity (Bennett, 1986). Students in two sections of EEC 222w were randomly assigned to groups. Group 1 received coaching from the instructor about their results from the IDI and suggestions about how to enhance their cultural competency. Group 2 had a one-on-one meeting with the instructor about their learning style. Students in both groups participated in the class as designed with service learning, cultural partnerships, textbook readings, and class panel presentations. Data analysis suggests that coaching made a statistically significant difference in changes in developmental orientation towards other cultures.
Recommended Citation
Hassemer, Jordan; Arinn DiSalvo; Kwame Opoku Akyeampong; and Chloe Nicol. "Impact of Coaching Feedback on Cultural Competency of Undergraduate Students at MSU, Mankato." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
https://cornerstone.lib.mnsu.edu/urs/2016/oral-session-12/4
