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Direct linkMayhew, Matthew J.; Fernandez, Sonia DeLuca – Review of Higher Education, 2007
The authors investigated the extent to which classroom pedagogical practices and disciplinary course focus contributed to understandings of social justice outcomes among 406 undergraduate students enrolled in five college courses. They found that gender, enrollment in Intergroup Dialogue, service-learning, Introduction to Sociology courses, and…
Descriptors: Undergraduate Students, Teaching Methods, Cultural Pluralism, Gender Differences
