https://orcid.org/0000-0002-4809-0047
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ABSTRACT
The purpose of this study was to glean understanding of student learning, global perspectives, and self-care in an elective that explored violence against women in diverse contexts. The study consisted of a survey with quantitative measures of global perspectives and self-care, and discussion groups conducted at four time-points. Results from the quantitative analysis showed significant increases for two global perspectives subscales and a slight (nonsignificant) increase in self-care frequency. Thematic analysis of qualitative data generated three themes: (a) forging connections, (b) learning in a global pandemic, and (c) grappling with preconceptions. The findings highlight the dramatic impact of the COVID-19 pandemic, opportunities for integrating critical global perspectives, and need for an explicit decolonizing framework to guide instructors and students.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Karin Wachter
Karin Wachter is an Assistant Professor at Arizona State University, School of Social Work. Cherra M. Mathis is a Doctoral student at Arizona State University, School of Social Work.