Prioritizing Experiential Learning and Self-Reflection in the Development of Multicultural Responsiveness
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This phenomenological study investigated the experiences of counselling psychology graduate students who completed the self-reflective field activity in the context of a practicum course. For this course assignment, students chose a minority cultural group that they were unfamiliar with (e.g., a specific ethnic or religious group). They were then asked to a) identify their assumptions about this group (pre-reflections)b) attend a community event hosted by the chosen group, and c) reflect on how their perspectives changed over time (post-reflections). Participants completed an in-depth qualitative interview about their learning and engagement regarding the self-reflective field activity. An inductive content analysis methodology was used to analyze participants’ pre- and post- reflection logs as well as transcribed qualitative interviews. Results yielded three overarching categories, depicting participants’ experiences prior to, during, and after the assignment. Implications for cultural competence training are discussed, including the benefits of experiential learning as well as the need for self-reflection inside and outside of the classroom.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it