Taking Responsibility to Create a Trauma and Social Justice-Informed Workforce

Authors

  • Aneta Walker University of West Florida
  • Susan James University of West Florida
  • Dana R. Dillard University of West Florida
  • Chrystina Y. Hoffman University of West Florida
  • Chris Wirth University of West Florida
  • Andrea Nelson University of West Florida
  • Patsy Barrington University of West Florida
  • Angela Blackburn University of West Florida
  • Erin King University of West Florida

DOI:

https://doi.org/10.33423/jhetp.v21i9.4590

Keywords:

higher education, experiential learning, poverty simulation, college students, social learning, high-impact practice

Abstract

This conceptual paper describes the efforts to address curriculum deficits related to the preparation of graduates across multiple service fields for their work in high-poverty communities. Faculty members from various programs jointly facilitated a high-impact simulation designed to ascertain its impact on students’ perceptions and personal biases toward disadvantaged community members. This mixed methods study used Yun and Weaver’s (2010) Short Form of the Attitude Toward Poverty Scale, as well as focus groups. Quantitative data indicated that participants held more positive attitudes towards individuals struggling with poverty after completing the simulation. The overarching themes concerning college students’ attitudes about poverty indicated paradigm shifts in their personal thinking and professional behavior in the workforce, as well as empathy regarding the cycle of poverty and the extremely hard decisions that are necessary when experiencing poverty. These findings are important for facilitating learning about the social injustices that can ensue from poverty. The study comes at a time of a pandemic when online learning is at its height and poverty is intensifying.

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Published

2021-09-24

How to Cite

Walker, A., James, S., Dillard, D. R., Hoffman, C. Y., Wirth, C., Nelson, A., Barrington, P., Blackburn, A., & King, E. (2021). Taking Responsibility to Create a Trauma and Social Justice-Informed Workforce. Journal of Higher Education Theory and Practice, 21(9). https://doi.org/10.33423/jhetp.v21i9.4590

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Section

Articles