Black, Heather
(2020)
Using Intergroup Dialogue Pedagogy in an Employment Course to Explore Resident Assistant Passion, Awareness, Skill and Knowledge Development through a Racial Lens.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The purpose of this inquiry was to understand how resident assistants (RAs) at Chatham University developed passion, personal awareness, skills, and knowledge over the course of an employment class redesigned using intergroup dialogues pedagogy (IGD). The inquiry was guided by two questions: (1) In what ways do intergroup dialogue skills explored in an RA employment class at Chatham University promote passion, personal awareness, skills, and knowledge about racial and social justice?; and (2) Is there a change in RAs’ passion, personal awareness, skills, and knowledge of racial and social justice over the course of an employment class?
The inquiry was guided by improvement science and used a convergent mixed methods research design to analyze and contextualize qualitative and quantitative data that were gathered through class assignments. Fifteen, first-time RAs at a predominately white university served as the sample. Quantitative data were gathered using the PASK: Personal Reflection Chart for Facilitators, which was converted to a survey tool for a pre- and post-measure. Qualitative data included two student journals and sought to contextualize the findings.
The findings showed that RAs improved overall in their passion, personal awareness, and knowledge; however, skill improvement was minimal, which suggests they did not arrive at social and racial justice. Key findings suggest that development of personal awareness and their own identities was more prevalent, skill development was minimal, resistance was prevalent, and IGD pedagogy had an influence. The inquiry provides recommendations to modify the class assignments, better address resistance, and further develop facilitators who can be used to improve practice.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
2 September 2020 |
| Date Type: |
Publication |
| Defense Date: |
11 June 2020 |
| Approval Date: |
2 September 2020 |
| Submission Date: |
29 July 2020 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
129 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Resident Assistant Training
Residence Life
Intergroup Dialogue
Social Justice
Racial Justice
Higher Education |
| Date Deposited: |
02 Sep 2020 14:36 |
| Last Modified: |
02 Sep 2020 14:36 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/39434 |
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