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dc.contributor.advisor Dinis, Maria en_US
dc.contributor.author Gill, Gagan
dc.date.accessioned 2018-04-12T21:55:08Z
dc.date.available 2018-04-12T21:55:08Z
dc.date.issued 2018-04-12
dc.date.submitted 2018-04-02
dc.identifier.uri http://hdl.handle.net/10211.3/201591 en
dc.description Project (M.S.W., Social Work)--California State University, Sacramento, 2018. en_US
dc.description.abstract This study explored MSW student satisfaction of diversity curriculum taught at California State University, Sacramento. This study used a quantitative survey research design using a Likert-scale based questionnaire. Participants (n=68) were selected through convenience sampling method and responded to questions focused on dimensions of diversity and diversity curriculum topics. Data analysis revealed there was an association between overall student satisfaction with their diversity course as well as the frequency of topics covered in class. One significant finding was that students who were overall satisfied also felt that topics of diversity such as class and culture were covered well, while students who were overall unsatisfied felt that topics of diversity such as disability and political ideology were covered poorly. Implications for social work practice and policy are discussed. en_US
dc.description.sponsorship Social Work en_US
dc.language.iso en_US en_US
dc.subject Cultural competency en_US
dc.subject Education standards en_US
dc.title Satisfaction level of social work graduate students regarding explicit diversity curriculum en_US
dc.type Project en_US


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