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Journal article
Taking Responsibility to Create a Trauma and Social Justice-Informed Workforce
Journal of higher education theory and practice, Vol.21(9), pp.71-81
2021
Abstract
This conceptual paper describes the efforts to address curriculum deficits related to the preparation of graduates across multiple service fields for their work in high-poverty communities. Faculty members from various programs jointly facilitated a high-impact simulation designed to ascertain its impact on students' perceptions and personal biases toward disadvantaged community members. This mixed methods study used Yun and Weaver's (2010) Short Form of the Attitude Toward Poverty Scale, as well as focus groups. Quantitative data indicated that participants held more positive attitudes towards individuals struggling with poverty after completing the simulation. The overarching themes concerning college students' attitudes about poverty indicated paradigm shifts in their personal thinking and professional behavior in the workforce, as well as empathy regarding the cycle of poverty and the extremely hard decisions that are necessary when experiencing poverty. These findings are important for facilitating learning about the social injustices that can ensue from poverty. The study comes at a time of a pandemic when online learning is at its height and poverty is intensifying.
Details
- Title
- Taking Responsibility to Create a Trauma and Social Justice-Informed Workforce
- Publication Details
- Journal of higher education theory and practice, Vol.21(9), pp.71-81
- Resource Type
- Journal article
- Publisher
- North American Business Press
- Format
- link
- Copyright
- © North American Business Press | All Rights Reserved
- Identifiers
- 99380185009406600
- Academic Unit
- College of Arts, Social Sciences, and Humanities; Criminology, Criminal Justice, and Legal Studies; Health Sciences and Administration; Movement Sciences and Health; Usha Kundu, MD College of Health
- Language
- English