CULTURALLY COGNIZANT LISTENING

ABSTRACT

The term culturally cognizant listening is introduced as nonjudgmental, active listening style taught with self-reflection and perspective-taking behaviors using a service-learning pedagogy. Given the climate of societal discord on topics of diversity, there is an increased need to enhance listening skills. The purposes of this thematic analysis are to describe the concept of culturally cognizant listening using the analogies of mirrors (self-awareness) and windows (nonjudgment perspective taking) and examine its effectiveness. Data from a convenience sample of 47 undergraduates representing three cohorts enrolled in a listening course are presented. Overall, students learned the culturally cognizant listening style based on service-learning using the analogies of mirrors and windows.

Acknowledgments

The author would like to thank the following research assistants for their work with the thematic analysis: Courtney Bockbrader, Patrick Caniglia, and Marquett Samuels.

Disclosure Statement

There are no conflicts of interest to disclose.