Use of Experiential Learning, Reflective Writing, and Metacognition to Develop Cultural Humility Among Undergraduate Students

ABSTRACT

This study discusses the use of experiential learning, reflective writing, and metacognition to develop cultural humility among undergraduate students enrolled in a social and economic justice course. Students participated in an activity that challenged them to learn about people who may have different social identities and experiences from their own such as attending a service in a religion different from their own. Then students wrote a reflective essay in which they used the margin of the paper as a safe space to write anything that came to mind during the writing process. A thematic analysis of students’ comments suggests that students used the space to examine their emotions, seek understanding of self and others, and recognize their privilege.

Additional information

Funding

This work was supported by the University of Missouri, Campus Writing Program, Writing Intensive Project Award.

Notes on contributors

Ninive Sanchez

Ninive Sanchez is Assistant Professor of Social Work,

Alexander Norka

Alexander Norka is a Bachelor of Social Work student,

Megan Corbin

Megan Corbin is a Master of Social Work student, and

Clark Peters

Clark Peters is Associate Professor of Social Work at University of Missouri.