Student Narratives Research Articles

Exploring and narrating futures in undergraduate climate change education: an innovative teaching approach

PurposeThis study aims to focus on an innovative undergraduate teaching intervention designed to guide students in exploring and narrating the potential futures of climate change. The intervention aimed to reduce the psychological distance associated with climate change by systematically investigating futures in real-world contexts. The study had two objectives: to examine students’ learning outcomes by analysing their visions of a carbon-neutral future towards the end of the intervention and to measure the intervention’s impact on students’ understanding of climate change and their perceived ability to contribute effectively.Design/methodology/approachThe intervention was implemented over two consecutive semesters. Data for analysis included student narratives from the final assignment (N = 140), where they envisioned life in a carbon-neutral city, and pre-/post-instruction surveys (N = 37) assessing content knowledge and action competence.FindingsContent analysis of student narratives revealed 12 distinct themes, encompassing infrastructural and technological advancements, lifestyle adaptations and shifts in societal attitudes towards sustainability. Statistical analysis of the survey data demonstrated significant improvements in both variables. These findings suggest that the teaching intervention effectively enhanced students’ scientific understanding of climate change, increased their self-perceived ability to take action and fostered a realistic sense of life in a sustainable future.Originality/valueThis research introduces a novel teaching intervention exploring and narrating climate change futures. Analysing personal narratives provides fresh insights into how young individuals envision sustainable living within the context of climate change, thereby contributing a unique perspective to climate change education and future studies.

Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia.

Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher-rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher-rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education.

MENTAL HEALTH-ILLNESS PROCESS IN THE CONCEPTION OF PSYCHOLOGY GRADUATES

The objective was to understand, based on the narratives of students from an undergraduate psychology course, the social representation regarding the mental health and illness process. This is narrative research carried out at a public university in Bahia. Data collection took place online, using an electronic form made available in 2021, for data analysis dialectical hermeneutics was used. 34 students participated in the study. The results were presented in two empirical categories: biomedical model in the mental health and illness process and social determinants model in the mental health and illness process. The students narrated their social representation about the mental health and illness process, both from a perspective that favors the biomedical model and based on the psychosocial care model. Considering the analysis carried out, there is an urgent need for undergraduate courses in Psychology and other courses in the health field to review their curricula in order to meet the precepts of the Brazilian Psychiatric Reform, making use of mandatory and optional components with active methodologies of teaching-learning that address the topic, thus aiming to resolve stigmatized conceptions in the field of mental health and prepare professionals who base their work on the precepts of psychosocial care.

Exploring biosecurity education through photovoice: student teachers’ perspectives on pests and diseases

ABSTRACT Background While photovoice is a commonly employed interactive and visual teaching technique in science education, its use in linking biological subjects to biosecurity challenges in culturally and ecologically diverse traditional places is still limited. Purpose This research utilizes photovoice to investigate the perspectives and experiences of student teachers regarding pests and diseases as biosecurity issues. Method Conducted in Bali, Indonesia, the study applied photovoice in an ecopedagogy class with 30 student teachers. The research approach included a three-week orientation, smartphone-based photography, and field tours to examine biosecurity concerns in subak rice terraces. During the field trip, students captured images using smartphones equipped with macro lenses and subsequently engaged in discussions to identify pictures related to pests and diseases. Rigorous coding and member-checking were employed to ensure the reliability of the collected data. Result The findings provide a comprehensive narrative and visual documentation of students’ perspectives on pests and diseases in subak rice terraces. Engaging in critical dialogues and reflections enhances students’ group-working skills, leading them to identify over a dozen pests and diseases, and demonstrate their biosecurity knowledge by using terms like ‘protection’, ‘monitoring’, ‘prevention’, and ‘eradication’. Conclusion Employing photovoice to highlight biological issues related to pest and disease threats emerges as a valuable strategy for future educators. This approach not only fosters an understanding of the interconnection between society and biology but also underscores the importance of biosecurity principles in safeguarding our economy, environment, and social well-being. Therefore, it is essential to incorporate cultural heritage and participative methodologies into biosecurity education in order to prepare future educators for real-world situations.

Narrative Identity Dimensions of Students in Private Alternative Schools

This study examines how students’ identities are co-constructed through educational experiences. We analyzed narratives of fifth and seventh grade students from two private alternative schools in the Czech Republic. The findings reveal that students identified with friends, had positive relationships with teachers and the school, and experienced interesting education, closeness, and respect. These insights highlight typical identity characteristics for their age group and emphasize the importance of positive educational experiences in shaping students’ identities. This study contributes to research on narrative identity and the role of alternative private schools in primary and lower secondary education.

Exploring Bias in Health Care: Using Art to Facilitate a Narrative Medicine Approach among Third-Year Medical Students.

Teaching medical students about biases in health care poses challenges due to the complexity of modifying preexisting beliefs and the possibility of triggering strong emotional reactions. Narrative medicine fosters reflection and discussion among healthcare providers, and visual thinking strategies (VTS) enable providers to improve diagnostic ability through close and methodical examination of art. This study investigated the effectiveness of a session integrating narrative medicine and VTS to enhance third-year medical students' understanding of bias in health care. A 90-minute "Narrative Medicine Rounds" session was implemented in the Family Medicine clerkship for all third-year medical students in the Florida International University Herbert Wertheim College of Medicine class of 2024. The session included a faculty-facilitated discussion of Robert Colescott's painting Emergency Room, an overview of narrative medicine principles, and a sharing of student narratives related to bias experienced in the healthcare setting. After the session, students wrote and submitted their narrative essays. Students also completed an anonymous, optional, computer-based evaluation with Likert-type and free-response questions. Likert questions were analyzed using descriptive statistics. For the short-answer questions, teams of two researchers (D.G. and S.E.S., E.E. and M.S.) analyzed responses for themes and subthemes, met to reach consensus on a codebook through discussion, and recoded data as needed until frequencies of themes were mutually determined. Of 101 students, 87 (86%) provided responses to the Likert questions. Seventy percent of respondents agreed that Robert Colescott's Emergency Room was a useful tool for discussing bias in medicine, whereas 25% were neutral. Fifty-one percent of respondents agreed that the session enhanced their understanding of bias in patient care, with 33% being neutral. Forty-seven percent of respondents agreed that the session made them more familiar with narrative medicine as a tool that they can use in patient care, with 28% being neutral. Students identified five themes for recognizing bias: empathy (16%), self-reflection (60%), active listening (17%), communication (13%), and education (7%). When addressing bias, students outlined five strategies: drawing from personal experiences (1%), self-reflection (64%), communication (29%), education (15%), and advocacy (26%). Combining narrative medicine and VTS in a single session offers a promising approach for discussing bias in healthcare education. Through reflective experiences and art interpretation, students demonstrated an awareness of often interconnected strategies to identify and mitigate bias while caring for patients. Future next steps for this study involve exploring longitudinal impacts and integrating narrative medicine strategies throughout the medical school curriculum.

Community heals: Lessons from qualitative narratives of first-generation college students

Background: First-generation college students struggle to navigate the college experience. Prior research suggests that social capital plays a critical role in college success such that students benefit from building networks of support within the university. Objective: We investigated whether social capital, in the form of engagement with university services, had positive implications for college students’ mental health and academic performance, particularly for first-generation college students. Methods: We conducted semi-structured interviews with both first- and continuing-generation students attending a Hispanic Serving Institution to gain a qualitative, in-depth understanding of the extent to which students took advantage of university services, and whether such engagement promoted their mental health and academic success. Results: Narratives revealed that first-generation students felt uniquely overwhelmed and could benefit from building connections and seeking support. Students emphasized the positive impact of community connections. Conclusion: University-wide programming focused on community building may improve first-generation students’ college experience.

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Investigating feelings of imposterism in first-year medical student narratives.

Imposter phenomenon (IP), feeling as if a person does not belong, has been reported in medical students at various rates. In medical literature, this phenomenon has often been defined as a 'syndrome', but other studies have described it as a dynamic experience that can have various impacts on different people at different time points. Although studies have linked IP with other phenomena such as burnout in residents and physicians, no studies have examined its aetiology nor how these feelings are experienced by medical students. With the use of social identity theory as a framework, the authors analysed 233 reflective essays for elements of IP across eight cohorts of medical students from two institutions. Students responded to a prompt that asked: 'What was one part of your identity that you thought you would have to change in order to become a physician?' Included reflections were analysed using the framework method. Elements of IP were identified in 121 reflections (52%) and were categorised into three major themes: (1) Comparing oneself to an idealised image of a medical student, (2) Comparing oneself to an idealised image of a physician and (3) Concerns about presentation of self to others. Each theme contained two or more sub-themes. Commonly, students discussed how their own personality traits, experiences, backgrounds and identities cast doubt on their sense of belonging in medicine. The results of this study were consistent across both institutions, suggesting that imposter feelings are common among all first-year medical students. However, the extent of the impact of these feelings on their identity formation depends on the individual lived experiences of students and the context in which these feelings arise. Encouraging reflective journaling and sharing of stories from all stages of education can normalise imposter feelings during the development of the professional identity as a physician.

O46 - Trailblazing Futures: Student Narratives in Moving Midwifery Forward

O46 - Trailblazing Futures: Student Narratives in Moving Midwifery Forward

Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives

Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives

Student voices within Indigenous social work practicum recommendations and the Seven Grandfather Teachings

This article examines the integration of Indigenous perspectives, particularly the Seven Grandfather Teachings, in Indigenous social work education and field practicum, focusing on student experiences. Colonization has had significant impacts on Indigenous communities, leading to intergenerational trauma, which calls for the need for culturally appropriate social services. Historically, mainstream social work has been complicit in the oppression and genocide of Indigenous peoples, leading to negative perceptions among Indigenous communities. Western theoretical hegemony in education has marginalized Indigenous perspectives, emphasizing the need for inclusivity. Indigenous social work, rooted in acknowledging colonialism and oppression, promotes self-determination and cultural revitalization, highlighting the importance of Indigenization in the profession. Field education is emphasized as crucial for students, encouraging self-reflection and cultural sensitivity. The Seven Grandfather Teachings—love, respect, bravery, honesty, humility, wisdom, and truth—are introduced as guiding principles in ethical behaviour and relationships. The integration of these teachings into coursework and practicum experiences is highlighted, aiming to prepare students for culturally responsive social work practice. Student narratives are utilized to illustrate personal experiences and the application of the teachings in real-world settings. Overall, the article underscores the importance of cultural competency, self-reflection, and community engagement in addressing the unique needs of Indigenous peoples in social work practice.

Race, ethnicity, and stratification within the first-generation student experience

ABSTRACT Students are embedded in intersecting structural and cultural contexts that differentially constrain and enable their opportunities and aspirations. The educational experiences of first-generation students differ from the traditional narrative of continuing-generation students. Yet, few scholars have been able to capture potentially distinct educational experiences by the race or ethnicity of first-generation students. Using longitudinal qualitative interview data from 75 first-generation and continuing-generation students, this paper explores whether first-generation students’ varying identities and backgrounds influence their educational experiences. My findings suggest that not only are there differences in how first-generation students of color experience and manage racial discrimination compared to White first-generation students, but there are also differences in how first-generation students of color benefit from engagement with certain race-specific student organizations. Additional insights into variation within first-generation student experiences can shine a light on the unique supportive mechanisms and challenges first-generation students of color experience while pursuing their higher educational goals.

The Oral History of “Pandemic Time”: Students’ Lives Through the Global COVID-19 Pandemic

ABSTRACT This article offers a reflective account of student memories of the first years of the COVID-19 pandemic in both the Czech Republic and Israel. By comparing the narratives of students from these nations, we introduce the notion of “pandemic time” to describe the ways in which personal experiences of time rest betwixt and between objective historical events and individual meaning-making. In this way, we argue that university students narrated the crisis inherent in pandemic time on two overlapping levels. On the one hand, students’ memories revolved around the broader objective timeline of the COVID-19 pandemic (to include specific dates of lockdowns, university closures, openings, etc.). On the other hand, our student informants in both countries appeared to experience these events in ways that diverged from this objective timeline. Specific events in both countries that appeared to supersede the health threat posed by the pandemic shaped how they recounted their experiences of the pandemic. Using narrative analysis, we identified several key themes to explore student perspectives about pandemic time: how social isolation impacted an understanding of time, both referentially (when things happened in relation to each other) and temporally (within the overall span of the pandemic); how our narrators perceived the pandemic overall; broad and intimate experiences with COVID-19; how long remote learning lasted; and when narrators perceived the pandemic as having ended. By exploring this concept of pandemic time, we show how an international focus on oral history across national and cultural boundaries makes it possible to tease apart diverging experiences of time, memory, and crisis and to demonstrate how that relates directly to oral history theory and methodology.

Navigating gender identity development: composite narratives of Chinese women international students studying in the U.S.

Navigating gender identity development: composite narratives of Chinese women international students studying in the U.S.

WITHDRAWN: “The closest touch to death in psychiatric nursing practice”: Experiences of nursing students in a psycho-oncology unit

ObjectiveCaring for a person with a cancer diagnosis is challenging, especially for nursing students at the beginning of their professional careers. Although there has been previous research on the experiences of students in oncology units, there have been none to date on their experiences in a psycho-oncology unit. In this qualitative study, we evaluated the experiences of nursing students practicing in a psycho-oncology unit. MethodsThis qualitative descriptive study was conducted with nursing students who practiced in the psycho-oncology unit of a comprehensive oncology hospital in Turkey. ResultsA total of 23 nursing students, 15 females, and 8 males, with a mean age of 22.73 years, described their practical experience in the Psycho-Oncology Unit of a comprehensive cancer hospital. A content analysis of the student narratives identified three main themes: gains, emotional dissonance, and challenges. The students stated that working with a person who is close to death is a very challenging experience, but it has many professional gains. ConclusionsWhen student statements are evaluated, practice in a psycho-oncology unit is considered a valuable contribution to learning. However, the results of this study suggest that bachelor's degree nursing students require more education and mentoring on cancer care. We recommend that students gain more education and experience in fields such as psycho-oncology and consultation-liaison psychiatry earlier in their education. More research is needed into the experiences of student nurses practicing in psycho-oncology units.

The Mandorla Model: Toward Collaboration as Liberatory Pedagogy

Abstract: This paper responds to graduate student experience of the collaborative pedagogy (Moran & John-Steiner, 2004; Marta-Lazo et al., 2019) approach Drew employed in a music production course for educators in spring 2023. We here offer the Mandorla Model: an innovative conceptualization of the educational process that creates equal opportunities for students. It validates, affirms, supports, and sustains student narratives and funds of knowledge (Moll et al., 1992; González et al., 2006). We begin in this paper by introducing the Mandorla Model and its elements. We then reflect upon the course from which it was derived. Finally, we offer seven ways in which the Mandorla Model dismantles oppressive educational structures towards a liberatory pedagogy. By fostering an environment of equality, autonomy, and curiosity, the Mandorla Model serves as an alternative to dominant pedagogies.

MSW Student Experiences with the OSCE: Advancing Holistic Competence for Emerging Social Workers

ABSTRACT This qualitative study aims to examine foundation year Master of Social Work (MSW) students’ experiences with the objective structured clinical examination (OSCE) using a holistic framework. Study participants included 64 MSW students who completed a 15-minute virtual OSCE with standardized patients and expert observers followed by a five minute debrief. In-depth student narratives about the experience were transcribed and analyzed thematically. Key themes emerged highlighting the value of practicing clinical skills, receiving immediate constructive feedback and honing skills in managing nervousness and developing confidence. Study implications include the critical need for MSW students as developing clinicians to rehearse clinical skills and receive feedback and the benefits of using the OSCE to expand field- and classroom-based learning.

The Balancing Act of Family and College: Reciprocity and Its Consequences for Black Students

Abstract Literature indicates the ways that young adults –especially those from advantaged backgrounds—rely on parents during college and the transition to adulthood. Little research focuses on how the Black family reaches into college and Black college students’ provision of support to parents and other kin. The nexus of family and higher education is a rich site for investigating inequalities in educational attainment and outcomes. Based on interviews with Black undergraduates, this paper analyzes variation in familial involvement during college. It shows the ways in which Black students maintain a balancing act to meet academic responsibilities and family obligations. These practices help sustain the families they value but also reproduce class inequalities. The social organization of colleges and families imposes greater costs on disadvantaged students and offers greater benefits for advantaged students. The structure of education and constructions of family diminish obligations to family, narrow family ties, and mystify aspects of dependence, especially for disadvantaged students. Student narratives highlight the broad character of family values that often compete with academic obligations and detract from college immersion. Different forms and patterns of assistance and connection by class and gender are tied to structural resources and cultural differences, such as the place of family, the meaning of self, assessments of who counts as family, and reliance on a norm of one-way giving.

Black Sheep as Tragic Hero: How Disruptive Students Resist the Oppression and Why They Fail to Liberate?

Within the educational landscapes, there exists a prevailing dichotomy. On one side stand the obedient students, absorbing knowledge from their teachers unconditionally, and on the other side stand their non-compliant counterparts who are prone to disrupt the prescribed order, labeled as the black sheep of the academic flock. In education, obedience and conformity are celebrated, while noncompliance is stigmatized. Researchers often focus on strategies to control disruptive behavior, perpetuating teacher-centered approaches that maintain power imbalances. However, disruptive behavior is not just defiance. It's a response to an oppressive educational paradigm. This study delves into the narrative of these disruptive students, exploring their resistance to an educational system with intrinsic oppressive nature and the obstacles they encounter in their pursuit of liberation. The theoretical framework of this study is mainly constructed upon Freires critical pedagogy theory and literature on power dynamics to examine power dynamics in education settings and to understand students resistant behavior and why it fails to provoke change.