Psychology Faculty Publications
Residual Effects on Students of a College Poverty Immersion Experience
Document Type
Article
Publication Date
2016
Journal Title
Journal on Excellence in College Teaching
Volume
27
Issue
3
First Page
201
Last Page
220
Abstract
The authors report the results of a phenomenological, qualitative research study involving 20 students who participated in a weekend poverty immersion experience. Analysis of the tape-recorded interviews included coding, checks for internal validity, and the generation of themes common to most of the research participants. Two overall results were evident. First, students identified three particular enduring frameworks that they had maintained as a result of their respective poverty immersion experiences. Second, students generally had not actively engaged in helping the poor, despite their earlier thoughts that they would have done so. The findings are discussed within the context of the social psychology literature showing that disparity often exists between beliefs and behaviors. Implications for instructional psychology are noted.
Keywords
Poverty immersion, social psychology, instructional psychology, qualitative research, college students
Recommended Citation
Firmin, Michael W.; Markham, Ruth L.; Stultz, K. J.; Johnson, H. J.; and Garland, E. P., "Residual Effects on Students of a College Poverty Immersion Experience" (2016). Psychology Faculty Publications. 194.
https://digitalcommons.cedarville.edu/psychology_publications/194