Abstract
This paper speaks to the potential for simulation and experience-based educational programs in delivering changes in knowledge, attitudes and behaviors, as well as the utility of mixed-methods approaches to program evaluation. The authors discuss a mixed-methods study which evaluates the impact of a poverty simulation program on college students at three Midwestern universities. Findings suggest multiple benefits of the experience, including changes in attitudes and beliefs about how serious the experience of poverty can be, an understanding that poverty is complex and can be caused by multiple factors, and a decrease in their biases and stereotypes about people in poverty. Qualitative findings corroborate these data.
Highlights
The current evaluation study was conducted with college students who were in CAPS as part of a general education class
Each family was given a certain amount of resources with some families having more than others
One volunteer periodically and randomly distributed cards that represented unforeseen circumstances, for instances, the ‘sick child’ card meant that one of the adults in the family/group had to sit out a portion of the interval to care for the child
Summary
The current evaluation study was conducted with college students who were in CAPS as part of a general education class. One volunteer periodically and randomly distributed cards that represented unforeseen circumstances, for instances, the ‘sick child’ card meant that one of the adults in the family/group had to sit out a portion of the interval (representing having to stay home with the sick child) to care for the child. This resulted in being unable to get a full week’s pay, having less time to buy groceries and pay utilities, and fulfill other necessities. Upon the end of four 15-minute cycles, participants completed the post-test evaluation and joined a de-briefing and sharing of their experiences and thoughts
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