24/03/2021 EN

Service-learning: A powerful pedagogy for promoting academic success among students of color.

Presented by: UNISERVITATE

This article discusses a mixed-methods study that investigated the service-learning experiences of students of color at College of the Holy Cross to better understand how service-learning may be an effective pedagogical tool for reducing cultural dissonance and addressing related achievement gaps. Quantitative data were collected from over 1,500 students who had enrolled in 59 different service-learning classes. In addition, interviews were conducted with 13 students of color who had participated in service-learning. Findingsindicated that students’ service-learning experiences paralleled study participants’ descriptions of how they learned most effectively. Furthermore, the findings suggest that service-learning may resonate for students of color because of the way in which (1) it enables students to integrate social responsibility with academics; (2) students of color can personally relate to the course content as well as the people and experiences encountered at service-learning sites; (3) service-learning reduces cultural dissonance by empowering students who are struggling to build confidence and feel that they belong in a highly selective, predominantly White college.

Este artículo analiza un estudio de métodos mixtos que investigó las experiencias de aprendizaje-servicio de estudiantes de color en College of the Holy Cross para comprender mejor cómo el aprendizaje-servicio puede ser una herramienta pedagógica eficaz para reducir la disonancia cultural y abordar las brechas de rendimiento relacionadas. Se recopilaron datos cuantitativos de más de 1.500 estudiantes que se habían inscrito en 59 clases de aprendizaje-servicio diferentes. Además, se realizaron entrevistas con 13 estudiantes de color que habían participado en el aprendizaje-servicio. Los hallazgos indicaron que las experiencias de aprendizaje-servicio de los estudiantes coincidían con las descripciones de los participantes del estudio sobre cómo aprendieron de manera más efectiva. Además, los hallazgos sugieren que el aprendizaje-servicio puede resonar entre los estudiantes de color debido a la forma en que (1) permite a los estudiantes integrar la responsabilidad social con lo académico; (2) los estudiantes de color pueden identificarse personalmente con el contenido del curso, así como con las personas y experiencias encontradas en los sitios de aprendizaje-servicio; (3) el aprendizaje-servicio reduce la disonancia cultural al empoderar a los estudiantes que luchan por generar confianza y sienten que pertenecen a una universidad altamente selectiva, predominantemente blanca.

Sterk Barrett, M. & Jenkins, I. (2018), Service-learning: A powerful pedagogy for promoting academic success among students of color, International Journal of Research on Service-Learning and Community EngagementVolume 6, Issue 1, Article 16


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