The Affective Domain in Cross-Cultural Social Work Education

Abstract

Abstract The author argues that when minority content has been included in the social work curriculum, the affective domain of cross-cultural study has been bypassed in favor of cognitive mastery. This article presents a conceptual system for evaluating students' progress in the affective area as a way of preparing them for the demands of cross-cultural practice and as a step toward creating a confluence between content and process.

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