Lambert Snodgrass, L., Morris, P. V., & Acheson, K. (2018). Assessing the intercultural sensitivity of students in an agriculture diversity and social justice course. Multicultural Education Review, 10(4), 292-309.
The study focused on understanding the impact of a 16-week course on cultural sensitivity on undergraduate students enrolled in diversity and social justice course. The study used a pre-post IDI survey to assess the intercultural learning (ICL) of the students. The course followed an active learning format, and students were engaged in the classroom to practice ICL skills through discussion, projects, and activities. The results of IDI were evaluated using a paired sample t-test. The results revealed that there was a significant gain in pre-post PO and DO scores. There was also a statistically significant difference between the pre-test scores of PO and DO. Also, there was a statistically significant difference between the post-test scores PO and DO scores. The results also revealed that out of 85 students, 26 students moved at least one stage further on the continuum, 6 moved two stages forward, and 9 students moved from low minimization to high minimization. Also, 11 students regressed one stage, and 2 students regressed two stages. There was also a decrease in the PO and DO scores from pre and post-test by 3.4 points. The study concluded that the course helped the majority of students to develop cultural sensitivity and course activities helped students to transfer their disciplinary knowledge to practical knowledge.
2018
Quantitative
STEM
2016-2020
