Influence of Developmental Studies and Socio-Cultural Content on Achievement Self-Perception and Socioeconomic Perception.

Abstract

This study was designed to secure evidence on the following question: Can an educational program which contains socio-cultural (ethnic) content and utilizes a developmental instructional method influence achievement and socioeconomic development perception? The data were gathered from a pre- and post-test survey research questionnaire answered by thirty (30) nontraditional adult learners. These learners participated in an Introductory Psychology course designed to increase achievement motivation and participation within the college and community. Treatment consisted of three hours per week for fifteen weeks. Each session applied introductory psychology concepts to the human resource needs of participants. A values clarification and discovery approach to classroom administration, which included audio-visual ethnic content, was utilized. The direction and nature of change was obtained using Analysis of Covariance and qualitative analysis. Appropriate data were gleaned from a Human Resource Awareness Survey. The major findings were: (1) The integration of socio-cultural content into developmental curriculum positively influenced achievement self-perception of participants. (2) Socioeconomic perception may be more difficult to influence and may need a longer intervention before change can be quantitatively observed. We can conclude that changes in achievement self-perception suggested that the developmental studies approach, values clarification discussion, and ethnic-related learning resources, i.e., audio-visual, can influence positive change in the direction and nature of achievement self-perception. The following recommendations are made: staff development workshops for all levels of personnel within the institution should be implemented; an international student organization comprised of foreign and American students who would build cross-cultural relations should be developed; course content should be made relevant to the developmental needs of students; career guidance should be related to community and labor market needs; and extracurricular social activities should provide exposure to the fine arts and ethnic communities in service districts. To manage the institutional change required to implement innovative programs, the researcher proposes a Community Development Institute. Such an institute could direct the integration, coordination, and translation of these recommendations into a comprehensive program which fulfills the college community mission of translating theory into practice for the renaissance of our rural, urban, and international communities.