Embracing Alter-Identities: Socio-Cultural Development for Graduate Education

Abstract

This qualitative case study examines one faculty member’s approach toward instilling culturally immer- sive experiences into graduate curriculum. Participants completed course assignments designed to en- hance their multicultural understanding and competence. Course assignments culminated in an immer- sive experience where students embodied an alter-identity representative of a culture, sub-culture, or group either foreign to the student or opposite themselves. Results indicated that the designed cultural immersion did assist students in transitioning their cultural knowledge from a basic understanding to a greater cultural competence.