Unspoken barriers: Promoting equity in postsecondary service learning opportunities

Abstract

While there is an abundance of relevant data on the outcomes of service learning experiences, less is known about how students find service learning experiences. Additionally, little research focuses on capturing the experiences of students’ participation in service learning, especially among underrepresented students. New lines of inquiry could include qualitative studies that seek to better understand the service learning experiences of underrepresented students (i.e., students of color and low socioeconomic status) to explore potential barriers to full participation. In this essay, the author proposes new lines of inquiry when studying issues of access in service learning opportunities, drawing on her experience as a coordinator for a university’s mentoring program. The author argues that studying the experiences of undergraduates engaged in service learning opportunities might highlight barriers to equitable access to and full participation in service learning opportunities and thereby postsecondary outcomes.

“Real Students Helping Others”: Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course

“…Students identified their own campus as the community of need and produced a direct output of a report with policy recommendations to university stakeholders (see methods section). Research-based service-learning reflects an inclusive, high-impact learning technique while mitigating some of the barriers to direct service-learning (e.g., Deters, 2022). As many students experienced prior victimization themselves, research projects can be inclusive alternatives in cases where volunteer work may be triggering or emotionally distressing (Bedera, 2021).…”

“…Beyond the pandemic, direct service-learning may not be possible as students may be spread across geographic regions in online programs. Additional barriers may impede students’ abilities to physically visit service-providers in the community, such as work during service-provider hours, caregiving roles, or less access to transportation (Deters, 2022).…”

participación del estudiantado en las prácticas de Aprendizaje-Servicio, percepciones de docentes universitarios españoles y mexicanos

“…• la existencia de barreras de acceso y de participación plena en experiencias de ApS por parte de estudiantes de color, de bajo nivel socioeconómico (Deters, 2021);…”