Raising HESA Graduate Students' Critical Consciousness Through Metacognitive Journaling

Higher education and student affairs graduate programs have attempted to prepare aspiring administrators to answer the call for increased multicultural competency through diversity courses, yet research suggests that new professionals feel ill-prepared to enact social justice work. Current instructi...

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Bibliographic Details
Published in:Journal of student affairs research and practice 2024-03, Vol.61 (2), p.188-201
Main Author: Flood, Antonique E.
Format: Article
Language:English
Subjects:
Diaries
Higher education
Metacognition
Multicultural education
Social justice
Teaching methods
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Summary:Higher education and student affairs graduate programs have attempted to prepare aspiring administrators to answer the call for increased multicultural competency through diversity courses, yet research suggests that new professionals feel ill-prepared to enact social justice work. Current instructional methods foster awareness but fail to cultivate reflective, culturally responsive practitioners. This qualitative case study explores how HESA graduate students' conceptions of critical consciousness evolve during a diversity course and the pedagogical practices that foster consciousness-raising.
ISSN:1949-6591
1949-6605
DOI:10.1080/19496591.2023.2218312