NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1136543
Record Type: Journal
Publication Date: 2009-Jan
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Learning from Their Own Learning: How Metacognitive and Meta-Affective Reflections Enhance Learning in Race-Related Courses
Chick, Nancy; Karis, Terri; Kernahan, Cyndi
International Journal for the Scholarship of Teaching and Learning, v3 n1 Article 16 Jan 2009
This interdisciplinary project examined how students think and feel about their learning in race-related diversity courses. Students in four classes (literature, psychology, geography) reflected on cognitive and affective dimensions of their own and their classmates' learning. The Color Blind Racial Attitudes Scales (CoBRAS) confirmed qualitative analyses of learning patterns in three of the classes that resulted in moving from lack of awareness about racism to increased understanding and in the fourth class that lacked this movement. Findings include what helped students learn, cognitive and affective obstacles to learning, and the benefit of exposing students to multiple perspectives, empathy-enhancing activities, and emotional regulation skills.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: N/A