Outcomes for underrepresented and misrepresented college students in service-learning classes: Supporting agents of change.

Langhout, Regina Day; Gordon, David

doi:10.1037/dhe0000151

Cited by 12 publications

(12 citation statements)

References 38 publications

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“…Limited definitions of success, such as those publicly reported by many institutions, are not only insufficient but are potentially harmful to underrepresented and misrepresented students. By underrepresented, we mean students who are members of a social group that are present in academia at a reduced rate, disproportionate to their presence in the U.S. population, primarily as a result of historic disparities in opportunities and resources (Langhout & Gordon, 2021; Pyne & Means, 2013). Alternatively, a social group may be represented physically in numbers consistent with their presence in the larger population, but this physical representation may not address the failure of the institution to incorporate their views and perspectives into the development of institutional norms and policies.…”

Section: Centering Latinx Students In Conceptualizing Student Successmentioning

confidence: 99%

“Success” in the borderlands: Measuring success for underrepresented and misrepresented college students.

Langhout¹,

Rosales²,

Gordon³

2023

Journal of Diversity in Higher Education

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Current measures of student success fall short in capturing the nuanced and multiplicitous ways that underrepresented and misrepresented students (e.g., Latinx, first-generation college students) who are navigating the intersection of multiple contexts important to their identities (e.g., home communities and university), define and understand success. For students, success includes individual and collective desires for well-being, or the desire to acquire an education to improve one's life and to pursue social justice in their home communities. In this study, we used Chicana feminist Gloria Anzaldúa's concept of the Borderlands (1999) as a conceptual framework to develop a Borderlands scale as a new measure of student success. For the psychometric validation of the scale, we surveyed 250 college students who were enrolled in a Hispanic Serving Research Institution. On a random half sample of the data, we performed an exploratory factor analysis (EFA) to determine a good fitting model. On the other half of the sample, we performed a confirmatory factor analysis (CFA) to assess evidence of validity. For the purposes of assessing convergent and discriminant validity, we provide correlations between the Borderlands scale and three thriving quotient subscales: academic determination, social connection, and diverse citizenship (Schreiner, 2010a), as well as high school grade point average (GPA) and composite Scholastic Aptitude Test (SAT) scores. We end the article with implications for the college student success literature, and for universities, especially Hispanic Serving Institutions.

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Section: Centering Latinx Students In Conceptualizing Student Successmentioning

confidence: 99%

“Success” in the borderlands: Measuring success for underrepresented and misrepresented college students.

Langhout¹,

Rosales²,

Gordon³

2023

Journal of Diversity in Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…West and Simmons (2012) believe Latinx students may particularly benefit from service-learning courses, and Petrov (2013) theorizes that Latinx students may experience service-learning differently than other students. Latinx students are often presented with a unique set of challenge when entering college: a lack of generational knowledge, access to fewer educational resources, and coming from underfunded schools (Langhout & Gordon, 2019).…”

Section: Impacts Of Service-learningmentioning

confidence: 99%

The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness

Crone

2022

Teaching of Psychology

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Background Service-learning is a powerful tool to promote attitudinal change; however, most findings center the experience of white, middle-class, continuing-generation students and do not reflect the shifting demographics of higher education. Little is known about the impact of service-learning at Hispanic-Serving Institutions (HSIs) on attitudes toward others, and even less is known based on studies experimentally manipulating the presence of service-learning. Objective This study investigated how a service-learning project conducted at an HSI impacted changes in attitudes toward those experiencing homelessness. Method Sixty-three students taking Social Psychology either participated in a course with a service-learning project or one that did not. Attitudes related to those experiencing homelessness and the self were assessed over time. Results Students that participated in service-learning saw increased positive attitudes toward those experiencing homelessness over time compared to those that did not participate in service-learning. Conclusion Service-learning seems to have helped foster positive attitudes toward those experiencing homelessness for students at an HSI. Teaching Implications The current study hopes to encourage wider use and study of service-learning by highlighting positive impacts service-learning may have on students. Service-learning may have profound effects on students, and these effects need to be studied at a variety of institutions.

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“…Furthermore, SL courses may improve student engagement and retention in scientific fields like psychology. Langhout and Gordon (2019) suggested SL may be a particularly engaging approach for underrepresented and misrepresented students since it lessens the fissure between the university cultural community and the home cultural community. Similarly, Daniel and Mishra (2017) suggested that SL may relate to long-term retention in Science Technology Engineering, and Mathematics (STEM).…”

Section: Benefits Of Slmentioning

confidence: 99%

Bridging the Science-to-Service Gap: Service Learning in Graduate-Level Psychology Education

Grassetti

Solic

Getz

2020

Teaching of Psychology

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Introduction: The discrepancy between what is known from clinical research and what is done in applied clinical practice is called the “science-to-service gap.” Teaching students to bridge this gap must be a primary focus of graduate education in applied psychology sub-disciplines. Statement of the Problem: Since science is fluid, an exclusive focus on teaching current empirically supported practices is insufficient. To make a meaningful impact, graduate students need opportunities to practice scientific reasoning in community settings. Literature Review: Service Learning facilitates applied experiences for students to practice scientific reasoning in “real world” settings in collaboration with community partners. Objective: In this paper, we describe the SL pedagogy and model how to apply the pedagogy to a sample graduate-level course. Teaching Implications: SL courses facilitate high impact opportunities for students to practice data-driven decision-making while serving the community. Conclusion: SL benefits students and the community. Future work can build on the model course we describe by evaluating the outcomes of SL courses against other models of effective teaching.

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Outcomes for underrepresented and misrepresented college students in service-learning classes: Supporting agents of change.

Cited by 12 publications

References 38 publications

“Success” in the borderlands: Measuring success for underrepresented and misrepresented college students.

“Success” in the borderlands: Measuring success for underrepresented and misrepresented college students.

The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness

Bridging the Science-to-Service Gap: Service Learning in Graduate-Level Psychology Education

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