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Author Durant-Jones, Lisa
Title The impact of a multicultural course on graduate students' formation of cultural competent dispositions in speech-language pathology
book jacket
Descript 214 p
Note Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2465
Advisers: Lucia French; Sonia James-Wilson
Thesis (Ed.D.)--University of Rochester, 2009
The purpose of this study was to explore students' response to a multicultural course for graduate level speech-language pathology preservice candidates grounded in a sociocultural conceptual framework. This study will describe: (1) the innovative instructional methods used for the delivery of multicultural course content, (2) student's perceptions and experience in developing cultural competency before and after completing the course, and (3) in-depth analysis of students' responsiveness to the multicultural course with a specific focus on the students' attitudes and belief systems associated with the development of cultural competence
The participants in this study were speech-language pathology graduate students enrolled in a multicultural course offered at a small private college. All data used for analysis came from routine documentation collected as part of the course requirements. This qualitative case study employed a multiple methods strategy that allowed for triangulation of data collected from several sources, which included an informal cultural diversity awareness screening, an informal cultural competency survey developed by the principal investigator, reflective journals, individual interviews, a final class project and instructor's field notes and reflex journal
Results of the study revealed that the course had a positive and multifaceted impact on the students' multicultural awareness and progression toward development of cultural competency. The students identified several instructional strategies, including self-reflection, critical discussion and cross-cultural immersion experiences, as contributing most significantly to their favorable response to the course and the achievement of the targeted student learning outcomes. The results of this study have implications for future multicultural course work and curriculum development for pre-service training of speech-language pathology students
School code: 0188
Host Item Dissertation Abstracts International 70-07A
Subject Education, Bilingual and Multicultural
Health Sciences, Speech Pathology
Education, Teacher Training
Alt Author University of Rochester
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