東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Describing the impact of required di...

Case Western Reserve University.

Linked to FindBook

Google Book

Amazon

博客來

Describing the impact of required diversity courses on beginning social work students developing multicultural competence .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Describing the impact of required diversity courses on beginning social work students developing multicultural competence ./
Author:	Melendez, Michael Paul.
Description:	224 p.
Notes:	Adviser: David B. Miller.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3270643
ISBN:	9780549086796

Describing the impact of required diversity courses on beginning social work students developing multicultural competence .
Melendez, Michael Paul.

Describing the impact of required diversity courses on beginning social work students developing multicultural competence . - 224 p.

Adviser: David B. Miller.

Thesis (Ph.D.)--Case Western Reserve University, 2007.

A consistent demand in the social service field is the need for culturally competent practitioners and organizations. Social work education has long history of including content on vulnerable, marginalized populations and addressing diversity. The literature is rich with conceptual articles addressing the values, importance, and strategies for teaching this content. Few empirical articles exist. They evaluate teaching methodologies or experiences of subgroups of social work students. Social work educators have neither developed nor made use of an empirically validated instrument to describe the impact of diversity courses on beginning students developing multicultural competence.

ISBN: 9780549086796Subjects--Topical Terms:

1019148
Education, Social Sciences.

Describing the impact of required diversity courses on beginning social work students developing multicultural competence .
LDR:03516nam 2200325 a 45 001 861657
005 20100720
008 100720s2007 ||||||||||||||||| ||eng d
020 $a 9780549086796
035 $a (UMI)AAI3270643
035 $a AAI3270643
040 $a UMI $c UMI
100 1 $a Melendez, Michael Paul. $3 1029377
245 1 0 $a Describing the impact of required diversity courses on beginning social work students developing multicultural competence .
300 $a 224 p.
500 $a Adviser: David B. Miller.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2657.
502 $a Thesis (Ph.D.)--Case Western Reserve University, 2007.
520 $a A consistent demand in the social service field is the need for culturally competent practitioners and organizations. Social work education has long history of including content on vulnerable, marginalized populations and addressing diversity. The literature is rich with conceptual articles addressing the values, importance, and strategies for teaching this content. Few empirical articles exist. They evaluate teaching methodologies or experiences of subgroups of social work students. Social work educators have neither developed nor made use of an empirically validated instrument to describe the impact of diversity courses on beginning students developing multicultural competence.
520 $a This study applied a standardized empirically validated instrument, the Multicultural Awareness, Knowledge, Skills Survey (MAKSS) (D'Andrea, Daniel & Heck, 1991) to examine change in scores for beginning social work students subsequent to their taking a required diversity course. An N = 386 (55% return rate) of social work students from 10 social work programs participated. The study used a retrospective pre- and posttest design involving a one-time delivery of the survey. Strengths of this design include reducing social desirability responding and controlling for response shift bias.
520 $a T-test of paired samples of differences for the three subscales and total scale reflect a consistent pattern in student self-assessment. (Total Scale: t = 24.79, df = 385, p < .05 one-tailed). One way MONVA described factors associated with change in student outcomes: Race/ethnicity accounted for variance in the Awareness subscale; age was associated with significant difference in the Knowledge subscale; and an interaction between age and prior exposure to diversity content accounted for the greatest variance for the Skill subscale and total Survey scale. Bonferroni post hoc comparisons confirmed statistically significant changes in student self-assessment.
520 $a Findings demonstrated that students' multicultural awareness, knowledge, and skills were positively impacted by participation in a required diversity course. Strengths included sample size, number of minority participants (25.1%), geographical representation and design. Limitations were non-randomization, possible selection bias and use of a self-assessment measure. A significant limitation was the lack of social work programs from the south. Findings suggest further development of measures assessing student learning on diversity and impact to practice.
590 $a School code: 0042.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Social Work. $3 617587
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0452
690 $a 0534
690 $a 0631
710 2 $a Case Western Reserve University. $3 1017714
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0042
790 1 0 $a Miller, David B., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3270643