An Evaluation of Academic- and Cultural-Based Service-Learning as Critical Pedagogies for Student Learning
Academic- and Cultural-Based Service-Learning
DOI:
https://doi.org/10.14738/assrj.81.8457Keywords:
Academic- and Cultural-Based Service-Learning, Student Learning OutcomesAbstract
A cross-sectional study was conducted to evaluate differences in students learning outcomes for 328 undergraduate students enrolled in psychology courses that utilize academic- and cultural-based service-learning as primary pedagogical methods. Results from a repeated measures analyses of covariance indicate that students improve their awareness of White privilege and understanding of gender and racial discrimination from the beginning to the end of the course. Cultural-based service-learners also had a deeper understanding of White privilege, gender and racial discrimination, and racial and economic disparities in the community, as well as stronger perspective-taking skills, ethnocultural empathy, and interpersonal engagement compared to academic-based service-learners. Results from a repeated measures analysis of variance further indicate that upperclassmen develop a racial-cultural-ethnic identity; while, underclassmen develop ethnocultural awareness over time. Implications for incorporating critical service-learning pedagogies in beginning, middle, and ending psychology courses are discussed.
References
Downloads
Published
How to Cite
Issue
Section
License
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.