Examining the Relationship between Service-Learning Participation and the Educational Success of Underrepresented Students

Song, Wei; Furco, Andrew; López, Isabel Galache; Maruyama, Geoffrey

doi:10.3998/mjcsloa.3239521.0024.103

Cited by 24 publications

(27 citation statements)

References 57 publications

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“…If we focus on the possibilities of this methodology in order to influence the feeling of self-efficacy and self-concept, it is fair to address the opportunities it offers so that students could feel that they can have a positive impact on their community, making a difference if they try hard enough (Morgan and Streb, 2001). One must understand, therefore, the development of self-efficacy as a result of meaningful work and interaction with peers and the community (Song et al, 2017).…”

Section: At the End Of The Sl Projectmentioning

confidence: 99%

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

et al. 2021

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Among all the elements likely to be considered criteria that determine the quality of a service-learning (SL) project, the scientific literature points to reflection. This work is aimed at analyzing the association of reflection with certain variables that mediate the educational performance of university students, as well as their satisfaction with the acquired knowledge. More specifically, the main focus was to analyze how this reflective process should be, thus we defined three independent variables: the time at which it is performed, the actors involved, and its objectives. The sample was made up of 295 students from the University of Santiago de Compostela, who were participating in SL projects that had been developed in different degree programs. Three instruments were used for data collection, two aimed at the students and one at the teaching staff responsible for the project. The main conclusion, given the results, is that reflection must be carried out from the beginning to the end of the project or, failing this, only at the end. Secondly, priority should be given to involving all the actors concerned, paying particular attention at least to the work group. Finally, it must be oriented both toward sharing feelings about the experience, relating the service to the contents of the subject, and developing attitudes and values. In this way, the status of reflection as one of the key factors in the development of quality experiences in SL is confirmed, showing that those that present a more rigorous and structured reflection have a greater impact on the variables mediating performance and on the students' satisfaction with their learning.

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Section: At the End Of The Sl Projectmentioning

confidence: 99%

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

et al. 2021

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“…Furthermore, experiential learning has led to higher engagement and higher retention in academic programs specifically for those who may be less connected to traditional in-classroom learning (James & Williams, 2017; Simonet, 2008). Service-learning can support improved academic outcomes for underrepresented youth (Song, Furco, Lopez, & Maruyama, 2017), who often benefit more from higher engagement than their majority peers (Wasley, 2006). Through service-learning, students’ classwork is designed to have real consequences for communities.…”

Section: Review Of Literaturementioning

confidence: 99%

Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

Collins

Totino

Hartry

et al. 2019

Journal of Experiential Education

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Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.

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“…Promoting civic engagement in general also appears to develop future life skills that can contribute to overall happiness (Keyes 2012). These pedagogies may also increase access and academic success (grade point average, retention, and graduation) of undergraduates from underrepresented groups (Cress et al 2010; Song et al 2017).…”

Section: The Movement To Service Sociologymentioning

confidence: 99%

2018 Hans O. Mauksch Address: Service Sociology for a Better World: A Critical and Imperative Strategy for Teaching and Learning in Sociology

Karraker

2018

Teach Sociol

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Service sociology is a critical strategy for teaching and learning in sociology. Even beyond that, service sociology is an imperative for communicating the value of our discipline to our students and other constituents. Using data collected from faculty members in Minnesota colleges and universities, I describe the salience of the sociology literacy framework for service sociology and as a means to avoid some of the weaknesses associated with service learning as a general pedagogy in our discipline. I offer six recommendations for advancing a “culture of service” in sociology, concluding with the case for service sociology as socialization to advance the common good while building sociological literacy.

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Examining the Relationship between Service-Learning Participation and the Educational Success of Underrepresented Students

Abstract: Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Service-learning (SL)

Cited by 24 publications

References 57 publications

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

2018 Hans O. Mauksch Address: Service Sociology for a Better World: A Critical and Imperative Strategy for Teaching and Learning in Sociology

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