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Teaching Diversity and Communication: A Phenomenological Study

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dc.contributor.advisor Pober, Peter
dc.contributor.author Hopkins, Sam
dc.creator Hopkins, Sam
dc.date 2014-05-01
dc.date.accessioned 2014-10-08T17:58:10Z
dc.date.available 2014-10-08T17:58:10Z
dc.date.issued 2014-10-08
dc.identifier.uri https://hdl.handle.net/1920/9032
dc.description.abstract Critical pedagogy and phenomenology as theoretical frameworks encourage the inclusion of experience in the classroom as a source of knowledge and as a means of deconstructing hegemonic systems of power. This study utilized these theoretical frameworks to determine how diverse student backgrounds alter the educational process both individually and collectively. George Mason University’s COMM 101 course and Chapter 6 of the university textbook entitled “Adapting to Others: Diversity and Communication” were used as models for exploring these concepts. Interviews with instructors sought to qualitatively uncover themes in the classroom related to goals, course material, and student participation. Research was also conducted with student respondents, revealing that students tend to perceive lessons differently based on their racial/ethnic background.
dc.language.iso en en_US
dc.subject phenomenology en_US
dc.subject diversity en_US
dc.subject critical pedagogy en_US
dc.subject interpersonal communication en_US
dc.subject George Mason University en_US
dc.title Teaching Diversity and Communication: A Phenomenological Study en_US
dc.type Thesis en
thesis.degree.name Master of Arts in Communication en_US
thesis.degree.level Master's en
thesis.degree.discipline Communication en
thesis.degree.grantor George Mason University en


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