Community service in a multicultural nation

LeSourd, Sandra J.

doi:10.1080/00405849709543762

Cited by 15 publications

(5 citation statements)

References 5 publications

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“…To apply the service ethic successfully in a pluralistic nation such as the U.S., an emphasis must be placed on the genuine value of each human being, with moral consideration extended to all groups and a willingness to act in the interest of others (LeSourd, 1997). These particular ESL community college students did just that.…”

Section: Resultsmentioning

confidence: 99%

Editors' Choice: The Efficacy of Service-Learning for Community College ESL Students

Elwell¹,

Bean²

2001

Community College Review

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Service-learning is gaining momentum in secondary and higher educational settings; however, it has only been used sporadically, if at all, in programs designed to increase proficiency in English among English as a Second Language (ESL) community college-level learners. Based on a teaching and learning experience that infused a service-learning project into a community college ESL course curriculum, Elwell and Bean explain Elwell's facilitation of the service-learning component for ESL students in an intermediate-level reading class. The authors also discuss the tangible benefits that the ESL students reaped as a result of participating in the service-learning project.

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Section: Resultsmentioning

confidence: 99%

Editors' Choice: The Efficacy of Service-Learning for Community College ESL Students

Elwell¹,

Bean²

2001

Community College Review

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“…In general, Ethnic Studies courses have been found to increase a student’s multicultural responsiveness by creating an awareness of other ethnicities and cultures, increasing openness to diversity, and promoting racial understanding (Pascarella & Terenzini, 2005, p. 312). LeSourd (1997) stated this is beneficial because the “ideals of democratic life cannot encompass all members of the national community until people of different traditions listen to the voices of others. (p. 159)” Ethnic Studies and volunteering both provide opportunities for students to acquire knowledge and extend one’s perspective in the community in which they live and serve.…”

Section: Discussionmentioning

confidence: 99%

Volunteerism

Fajardo

Lott

Contreras

2014

Journal of Hispanic Higher Education

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Using data from the Cooperative Institutional Research Program from University of California Los Angeles (n = 523), this study investigates curricular and co-curricular experiences that influence the odds of volunteering for Latina/o students who attend private institutions. Results show that Latinas/os who rated themselves highly on leadership ability, attended religious services, voted in a student election, had taken an Ethnic Studies course, and/or participated in study abroad had significantly higher odds of volunteering while in college. The implications of these results are relevant to policy and practice, as colleges provide opportunities that shape civic attitudes and behaviors. ResumenEste estudio investiga experiencias curriculares y co-curriculares que influencian la posibilidad de que estudiantes latina/os que estudian en instituciones privadas se ofrezcan de voluntarios. Resultados indican que latina/os que se autocalifican como altos en habilidades de liderazgo, asisten a servicios religiosos, votan en elecciones estudiantiles, toman clases de Estudios Étnicos, y/o participan en estudios en otros países tienen posibilidades más altas de ofrecerse de voluntarios durante sus estudios universitarios. Las implicaciones de estos resultados son relevantes en políticas y prácticas, cuando las universidades proporcionan oportunidades de moldear actitudes y conductas cívicas.

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“…Community service is defined as a medium between diversity, social justice issues, different community groups and it provides volunteers personal feelings of worth and fulfilment (Konza, Kiggins, & Brown, 2007). It has many interfaces with issues like multiculturalism (Barton, 2000;Boyle-Baise, 1998;Boyle-Baise & Sleeter, 2000;O'Grady, 2014;Cho & DeCastro-Ambrosetti;Densmore, 2000;LeSourd, 1997;Wade, 2000); civic engagement (Butin, 2010;Einfeld & Collins, 2008;Wade, 1995;Zaff et al, 2003 ); social justice (Baldwin, Buchanan, & Rudisill, 2007;Einfeld & Collins, 2008;Maybach, 1996); citizenship (Rhoads, 1998) and personal fulfilment (Konza, Kiggins, & Brown, 2007;Warbuton & Oppenheimer, 2000). For Furco and Billig (2001), community service, service-learning, and service-based internship programs are rooted in educational and cognitive theories of constructivism, pragmatism, progressivism, and experiential education (Bruner, 1960;Dewey, 1938;Freire, 1970;Gardner, 1984;Kohlberg, 1984;Kolb, 1984;Piaget, 1954;Vygotsky, 1978).…”

Section: Processmentioning

confidence: 99%

Volunteering: Trainee Teachers and Their Instructors Evaluate a Community Service Learning Course

Burakgazi

2018

Turkish Online Journal of Qualitative Inquiry

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In this study, the Community Service Practices (CSP) course, offered for pre-service teachers, was evaluated utilizing the Context, Input, Process and Product (CIPP) Model. The purposes of this study are twofold. First, the effectiveness of the program in relation to satisfying pre-service teachers' needs and expectations is discussed. Second, the pre-service teachers' attainment of the course objectives and the consistency between objectives, content and activities are examined. The data was gathered from 17 junior pre-service teachers via needs assessment and summative evaluation questionnaires, formative evaluation self-reporting progress papers, in-class and out-of-class observation and two instructors by means of interviews. The results are presented under the four components of the CIPP model, as follows. In relation to context evaluation, students' needs and expectations were congruent with the goals and objectives of the course. In input evaluation, course activities and plans were examined. Within process evaluation, activities and procedures appear to have been implemented as originally planned, with some limitations such as problems in integration of practice and theory, lack of course materials, problematic NGO permissions and attitudes of NGOs towards students. Lastly, within product evaluation, a decision was made on the continuation of the course. In conclusion, although the course satisfied students' needs and successfully achieved its objectives, the analysis posits that it would be worthwhile to improve the aforementioned points in order to strengthen the course.

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Community service in a multicultural nation

Cited by 15 publications

References 5 publications

Editors' Choice: The Efficacy of Service-Learning for Community College ESL Students

Editors' Choice: The Efficacy of Service-Learning for Community College ESL Students

Volunteerism

Volunteering: Trainee Teachers and Their Instructors Evaluate a Community Service Learning Course

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