ERIC Number: EJ1071240
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 62
"When You Tell a Personal Story, I Kind of Perk up a Little Bit More": An Examination of Student Learning from Listening to Personal Stories in Two Social Diversity Courses
Keehn, Molly G.
Equity & Excellence in Education, v48 n3 p373-391 2015
This article explores the role of personal storytelling about social identity-related experiences in two diversity courses that were informed by social justice education pedagogies with a focus on race/ethnicity and racism. The two courses included racially diverse groups of students in two undergraduate diversity courses at two Northeast universities (a social diversity and oppression course, and a race/ethnicity intergroup dialogue course). Participants describe a variety of learning outcomes after listening to personal stories. Findings also indicate that students across identities value storytelling, describing it as engaging, enjoyable, and integral to their learning. This underscores the value and impact of face-to-face, synchronous learning as a valid, transformative, and critical educational method in diversity courses.
Descriptors: Story Telling, Personal Narratives, Identification (Psychology), Social Justice, Racial Bias, Student Diversity, Undergraduate Students, Student Attitudes, Grounded Theory, Writing Assignments, Content Analysis, Reflection, Interviews, Racial Factors, Qualitative Research, Teaching Methods, Self Disclosure (Individuals)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A