| In these times of economic uncertainty, successful performance at job interviews has become increasingly important in order to obtain employment. This study examines the experiences of students at an urban community college in an intervention where drama embodied with reflection is used to enhance professionally relevant self-presentation skills. Following analysis of the job interview and the self-presentation expected at job interviews, this study explores sociocultural, socioeconomic, and psychological challenges confronting these students as they seek to project the professionally relevant self-presentation interviewers and employers expect. Many of these challenges are the result of social inequities especially visited upon disadvantaged and marginalized students in urban community colleges.;The dramatic activities used in this intervention are primarily based on Dorothy Heathcote's drama in education approach, Cecily O'Neill's process drama, and Augusto Boal's critical performative pedagogy. Following a summary of these theories and practices, the study describes the field research carried out with the student participants and the teacher and the themes and metathemes that arose out of the data collected throughout the intervention.;This case study involving experiential learning is guided by the reflective practice paradigm and the ethnographic approach. In addition to the field research, research included collecting and analyzing data from mock job interviews, one-on-one interviews, journals and logbooks.;The findings evidence the value of using drama as a critical performative pedagogy in community colleges to remedy social inequities and bring about social change. |
