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THE IMPACT OF DIVERSITY COURSES ON STUDENTS’
CRITICAL THINKING SKILLS
by
Mark Adrian Pearson
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Mark Adrian Pearson
Object Description
| Title | The impact of diversity courses on students' critical thinking skills |
| Author | Pearson, Mark Adrian |
| Author email | mpearson@usc.edu;drmarkpearson@me.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-06-20 |
| Date submitted | 2012-07-27 |
| Date approved | 2012-07-27 |
| Restricted until | 2012-07-27 |
| Date published | 2012-07-27 |
| Advisor (committee chair) | Cole, Darnell |
| Advisor (committee member) |
Sundt, Melora Tobey, Patricia |
| Abstract | This study examines the impact of diversity courses on 553 students’ critical thinking skills. The study was conducted at a large, highly selective, private, tier one research institution and analyzes a pre-college survey, post-college survey through quantitative methodology, such as factor analyses, reliabilities and multiple regressions. The findings suggest that the number of diversity courses taken statistically and positively affect students’ critical thinking skills: (1) Analyticity (β = .242, p < .001); (2) Inquisitiveness (β = .225, p < .001); (3) Open-mindedness (β = .100, p < .05); (4) Truth-seeking (β = .255, p < .001). Participation in racial awareness workshops also statistically and positively affect students’ critical thinking skills (1) Analyticity (β = .087, p < .05); (2) Inquisitiveness (β = .119, p < .01); (3) Self-confidence (β = .090, p < .05); (4) Truth-seeking (β = .168, p < .001). These findings strengthen the literature that suggests diversity courses as well as other diversity experiences statistically and positively affect students’ cognitive development. |
| Keyword | critical thinking; diversity courses; education; student learning; student impact theory; CIRP; CCTDI; education; higher education; general education requirements; student outcomes survey; sudent development theory; cognitive development theory. |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Pearson, Mark Adrian |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-PearsonMar-1024-0.pdf |
Description
| Title | Page 1 |
| Full text | THE IMPACT OF DIVERSITY COURSES ON STUDENTS’ CRITICAL THINKING SKILLS by Mark Adrian Pearson A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Mark Adrian Pearson |
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