Suchergebnisse

ObjectiveTo examine the effectiveness of a writing assignment that required undergraduate students in a diversity course to explore their family heritage. The purpose of this assignment was to increase self‐awareness of students regarding how structural characteristics of ethnicity, race, social class, and religion shaped the contributions family made to their emerging values, beliefs, and attitudes about interacting with others.BackgroundInstructors for family diversity courses need more instructional strategies that foster self‐awareness, which is commonly identified as a first step toward developing cultural competency. One such strategy is described in this paper.MethodA mixed method approach was employed, with both quantitative analysis of the frequency of responses from a course effectiveness survey and a descriptive narrative analysis of the text contained in 36 students' family heritage reflective papers.ResultsMost students reported increased self‐awareness of their family history, racial and ethnic identity, role of social class and religion on socialization, and acknowledged contextual experiences of privilege or discrimination.ConclusionOur findings suggest that most students deepened their understanding of personal assumptions. They recognized the need to remain open to understanding and showing more empathy toward individuals from diverse backgrounds.ImplicationsOur results highlight the opportunity for instructors to be intentional in sequencing instructional activities, promoting respectful peer‐driven learning and dialogue, recognizing students' worldview, and being open to faculty development opportunities.

Military personnel and families experience significant challenges and need skills that will prepare them for extended periods of separation and other military demands. Relationship and marriage education programs are often helpful. However, there is a need for life skills programs that also teach military members to manage finances and legal matters, garner social support, and access community resources that are not often accessible to personnel and families in the National Guard and Military Reserves. Essential Life Skills for Military Families was developed to integrate relationship and life skills into a short‐term course that has been offered to National Guard and Military Reserve members and families. This article describes the theoretical basis for the program, the program evaluation, and qualitative findings from participants, and identifies strategies for overcoming challenges to offering this kind of relationship skills program.