Suchergebnisse

The objective of this article is to examine the practical outcomes of a human rights education course/exchange program conducted in South Africa between 2001 and 2005. Data for the study were obtained from observation, interviews, focus groups, program reports and annual evaluation instruments. The study reveals that undergraduate exchange programs which involve a focus on human rights can have a significant impact on undergraduate's research and career plans. The recommendation is that such programs develop and maintain open and equitable administrative structures that adhere to the principles outlined in formal program documents.

Building upon sociological frameworks articulated by DuBois, Winant, and Gilroy, this article investigates how racial identity formation among African American college students impacts student attitudes about their rapidly changing world. The study was conducted within two months of the World Trade Center and Pentagon attacks. Based on a convenience sample of 135 students attending historically black colleges and universities in the southeastern U.S., the findings indicate that racial identity attitudes (stages based on Janet Helms'1990 Racial Identity Attitudes Scale) as well as gender and student classification help to explain attitudes about the United States (immigration policy, perceptions of globalization, and military responses to the attacks) in the aftermath of the World Trade Center and Pentagon attacks on September 11, 2001. Male and female racial identity levels and attitudes did not differ significantly. Racial identity stages help explain perceptions of globalization, pride in being an American, American foreign policy, support for the state of Israel, and the perceived treatment of women within the Islamic faith.

This article discusses some of the lessons that our multidisciplinary team (spanning Economics, Education, Psychology, and Sociology) learned from implementing randomized controlled trials (RCTs) to assess the impact of metacognitive training on outcomes of Black female college students. Because our data collection is ongoing, the purpose of this article is to describe the collaborative efforts required to make such a project a success and share lessons learned. Future papers will focus on the quantitative findings of the RCTs by looking at the impacts on outcomes such as metacognitive awareness, grade point average, and retention.