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Full-Text Articles in Education
Using Monuments To Teach About Racism, Colonialism, And Sexism, Susan Phillip
Using Monuments To Teach About Racism, Colonialism, And Sexism, Susan Phillip
Publications and Research
This chapter examines how an interdisciplinary high-impact practice approach to teaching and learning using selected contested monuments can reveal intersections of racism, colonialism, and sexism, and lay the foundation for students’ civic engagement. In place-based and virtual experiences, students observe and investigate local and national monuments, integrating knowledge from multiple disciplines, including history, psychology, art, culture, and tourism. Students make critical analyses about how monuments reveal power relationships in our society. Students from various disciplines explore the origin of contested monuments, the evolving national and local debates around them, and their effect on students’ learning to evaluate historical, contemporary, and …
I Am Not Only A Student-Athlete: Investigating Social Identity Complexity As A Stereotype Threat Mitigation Strategy To Reduce Barriers, Jacob Alan English, Ann Cale Kruger
I Am Not Only A Student-Athlete: Investigating Social Identity Complexity As A Stereotype Threat Mitigation Strategy To Reduce Barriers, Jacob Alan English, Ann Cale Kruger
Learning Sciences Faculty Publications
Collegiate athletes must contend with harmful stereotypes (e.g., intellectually lazy, unintelligent) during their academic careers (Comeaux, 2012). Research shows that student-athletes’ academic performance can be negatively impacted by stereotype threat (Riciputi & Erdal, 2017). Currently, there is no published evidence-based research on stereotype threat (ST) mitigation strategies targeted to student-athletes. Expanding the work of Gresky and colleagues (2005), this study explored a self-concept map activity, based on the social identity complexity theory, as one potential strategy for collegiate athletes. Seventy Division I athletes were randomly assigned to one of three experimental conditions (varying by the level of ST administered). ANOVA …
Opening Up To Hard History: Activating Anti-Racism In An Immersive Ed.D. Cohort Experience At Heritage Sites In Montgomery, Alabama, Theresa Coble, Corinne Wohlford Mason, Lisa Overholser, William Gwaltney
Opening Up To Hard History: Activating Anti-Racism In An Immersive Ed.D. Cohort Experience At Heritage Sites In Montgomery, Alabama, Theresa Coble, Corinne Wohlford Mason, Lisa Overholser, William Gwaltney
Education Sciences and Professional Programs Faculty Works
The Ed.D. program in Heritage Leadership for Sustainability, Social Justice, and Participatory Culture at the University of Missouri—St. Louis helps students cultivate the mindsets and skill sets required to sustain, pluralize, and enliven heritage in the public sphere. Although the program primarily meets synchronously online, the January 2020 “Wintercession” field trip to heritage sites in Montgomery, Alabama, provided an opportunity for face-to-face interactions, deep conversation, and reflection. Curricular, conversational, and collaborative inquiry deepened awareness and activated activism toward issues of racial justice. The use of high-impact practices (Kuh, 2008) allowed the cohort and faculty mentors to delve further into heritage …
Student Success In Psychology-English Learning Communities., Jillian Grose-Fifer, Kimberly A. Helmer
Student Success In Psychology-English Learning Communities., Jillian Grose-Fifer, Kimberly A. Helmer
Publications and Research
Participation in a learning community has been widely recognized as a high impact educational practice. Here, we focus on a highly successful partnership between a psychology professor (JGF) and an English professor (KAH), who codesigned and cotaught a first-year cocurricular (Psychology/English Composition) learning community (LC) course for multiple semesters at a large public Minority/Hispanic Serving Institution in the Northeast. We describe how we created co-curricular links between our courses, which hinged in part on a collaborative podcast assignment based on psychology-themed books. We detail how we built a strong sense of community, designed scaffolded assignments targeting skills, such as information …