“THERE’S A LOT MORE CULTURE IN MY LIFE THAN I THOUGHT”: STUDYING FOLKLORE AS PART OF AN UNDERGRADUATE GENERAL EDUCATION CURRICULUM

Abstract

Helping students to gain knowledge and understanding of human cultures, and how these cultures shape individuals and communities, comprises an enduring learning objective in the general education of college students. The study of folklore, as an example of cultural studies disciplines, has been offered to undergraduate students at several hundred American colleges and universities. However, little research has been done to ascertain whether undergraduate students actually gain such learning outcomes from folklore classes. Using constructivist narrative inquiry methodology, the chief purpose of this study was to provide undergraduate students with an opportunity to reflect upon and to articulate their perceptions of cultural knowledge and understanding gained from folklore general education classes. Qualitative research methods were used to provide triangulation of three sources of data: document analysis of syllabi from six fall 2019 folklore general education classes; notes from attendance at one lecture of each of the six classes; and transcripts of interviews with 22 undergraduate students who had completed their first folklore general education classes. Students’ reflections were investigated to ascertain how students perceived their folklore general education class experience as contributing to their knowledge of themselves, their own cultures, and cultures different from their own, and as contributing knowledge useful to their daily lives and future career paths. The study’s conceptual framework of intercultural maturity development vii (King & Baxter Magolda, 2005; Perez, Shim, King, & Baxter Magolda, 2015) undergirded examination of how the students’ folklore general education experience might contribute to their intercultural maturity and growth. Student participants were able to articulate cultural knowledge that they had retained from their folklore general education classes: knowledge and understanding about themselves and their own cultures; knowledge and awareness of cultures different from their own; and application of their newly gained cultural knowledge to their daily lives and career goals. Student reflections tended to echo both the content and learning objectives of course syllabi and lecture notes. However, interpretation of these findings indicated that noting movement towards intercultural maturity in undergraduate students would require more longitudinal study of students’ cultural learning experiences. Implications for practice and future research are discussed.