期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2009
卷号：03
期号：01
出版社：Georgia Southern University
摘要：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.
