Abstract
Recent educational reforms tend to focus on reading and math, possibly to the detriment of history education. As university students enroll in family perspective courses, their lack of historical knowledge may result in diminished understanding of local and global events that have affected the course of global families and human development. This study examines the connection between students’ self-reported historical knowledge and cultural competence. Self-reported measures of historical literacy and cultural competency were collected from 123 students at a Mountain West urban university campus using a quantitative questionnaire. Results show that historical literacy may play a small but statistically significant role in cultural competence. Suggestions are made for future research and curriculum direction.
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