Unspoken barriers: Promoting equity in postsecondary service learning opportunities

2021 ◽  
pp. 095042222110549
Author(s):  
Alice Kaye Deters
Keyword(s):  
Service Learning ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
Learning Experiences ◽  
Underrepresented Students ◽  
Learning Opportunities ◽  
Mentoring Program ◽  
Low Socioeconomic ◽  
Postsecondary Outcomes ◽  
Full Participation

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.

The Longitudinal Effects of School Improvement Grants

2021 ◽  
pp. 016237372110124
Author(s):  
Min Sun ◽  
Alec I. Kennedy ◽  
Susanna Loeb
Keyword(s):  
School Improvement ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
English Language ◽  
High School Graduation Rates ◽  
Low Socioeconomic ◽  
School Improvement Grants ◽  
Positive Effects ◽  
State Test ◽  
Longitudinal Effects

School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America’s persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs’ effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs’ effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects.

Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea

2008 ◽  
Vol 37 (4) ◽  
pp. 200-207 ◽  
Author(s):  
Nam-Hwa Kang ◽  
Miyoung Hong
Keyword(s):  
United States ◽  
South Korea ◽  
Low Socioeconomic Status ◽  
The United States ◽  
Learning Opportunities ◽  
Community Resources ◽  
Low Socioeconomic ◽  
South Korean ◽  
Teacher Workforce ◽  
Professional Occupation

Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.

Ensuring Access to the Digital Campus

2001 ◽  
Vol 3 (2) ◽  
pp. 153-166
Author(s):  
Gretchen C. Hansen ◽  
Cathrine A. Wambach
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
Successful Completion ◽  
Digital Campus ◽  
Low Socioeconomic ◽  
Computer Competence ◽  
Additional Barrier ◽  
Potential Impact

Many students of color and students with low socioeconomic status are entering higher education with little experience in using the academic tools that are required of them on the digital campus. The lack of computer competence and access to computers can become an additional barrier to their successful completion of a degree. This article discusses: pre-college access and use by different groups of students; cross-campus computing initiatives; the potential impact of the present inequities experienced by students of color in the context of cross-campus computing; and recommendations to enhance access to computers and the computer competence of students of color.

MEDICAL RESPONSIBILITY AND DRUG ADDICTION

PEDIATRICS ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 155-156
Author(s):  
Leon Eisenberg
Keyword(s):  
Socioeconomic Status ◽  
Social Class ◽  
Young People ◽  
Drug Addiction ◽  
Low Socioeconomic Status ◽  
Behavior Patterns ◽  
Low Socioeconomic ◽  
Medical Responsibility ◽  
Full Participation ◽  
American Society

The dismaying extent of addiction among young people, the complexity of its causation, and the grossly unsatisfactory results from current methods of management are all sharply posed in the accompanying review by Freedman and Wilson. This thoughtful condensation of the available literature may disappoint those looking for neat and simple formulations as to cause or cure. Easy slogans and hoary nostrums abound; they lack only facts to support them. The correlations between low socioeconomic status, membership in ethnic groups shut out from full participation in American society, and the prevalence of addictive practices point to social class factors as important determinants of the behavior patterns that eventuate in addiction; yet addiction is not universal among the disadvantaged and is being discovered to an increasing extent among privileged youth.

Learning Design Through Facilitating Collaborative Design

2017 ◽  
pp. 209-229
Author(s):  
Oliver Bown ◽  
Philip Gough ◽  
Martin Tomitsch
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Low Socioeconomic Status ◽  
Collaborative Design ◽  
Design Thinking ◽  
Widening Participation ◽  
School Students ◽  
Low Socioeconomic ◽  
Local Schools ◽  
University Life

This chapter presents a project in which students taking an undergraduate course on Design Thinking participated in a university widening participation project, visiting local schools from a low socioeconomic status background and engaging the school students in a design exercise. The project aimed to draw on the value of service learning, learning through an engaged and socially meaningful task, with tertiary students learning to facilitate design, following principles of co-design, in a community of stakeholders, and secondary students gaining contact with university life, seeing an undergraduate perspective on design, and receiving education in design thinking. Tertiary students were asked to develop design thinking toolkits that would support their design facilitation process. The authors present the results of a study of the project, based on students' assignment submissions, and a focus group following the activity.

“We Make Our Own Rules Here”: Democratic Communities, Corporate Logics, and “No Excuses” Practices in a Charter School Management Organization

2019 ◽  
Vol 49 (2) ◽  
pp. 176-200 ◽  
Author(s):  
Garth D. Stahl
Keyword(s):  
Education Reform ◽  
Charter School ◽  
Corporate Culture ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
The United States ◽  
School Management ◽  
Educational Success ◽  
Low Socioeconomic ◽  
School Networks

Recently, there has been growing debate over the managerial and leadership practices of expanding charter school networks, often referred to as Charter School Management Organizations (CMOs). CMOs—which typically serve low–socioeconomic status students of color—are deeply tied to education reform efforts in the United States. Many CMOs consistently promote the belief that education can and should borrow heavily from the “best practices” of corporate culture and many have unlimited resources to enact their vision of educational success, closely aligned with what has been called “no excuses” schooling. Research on the daily practices of leaders working in a CMO remains limited; we know very little of how corporate ideologies are enacted in schooling. Drawing on ethnographic vignettes, I explore the daily life in one school within a CMO network considering to what extent corporate practices de-democratize education, produce neoliberal subjectivities, and shape experiences with learning for disadvantaged populations.

Evaluation and a Proposed Revision of the CAMM Among Underrepresented Elementary School Children

2019 ◽  
Vol 45 (3) ◽  
pp. 235-239
Author(s):  
Peter G. Mezo ◽  
Hannah C. Herc ◽  
Kelsey J. Pritchard ◽  
Wesley A. Bullock
Keyword(s):  
Socioeconomic Status ◽  
Internal Consistency ◽  
Low Socioeconomic Status ◽  
Elementary School Children ◽  
Underrepresented Students ◽  
Reliability And Validity ◽  
Low Socioeconomic ◽  
School Settings ◽  
Item Level ◽  
School Sample

The Child and Adolescent Mindfulness Measure (CAMM) is a frequently used measure of mindfulness in school settings. This study evaluates the psychometric properties and internal consistency of the CAMM in a predominantly African American, low socioeconomic status (SES) school sample drawn from students in kindergarten through fourth grade. In addition, a revised version of the CAMM (the CAMM-R) was developed and evaluated in the same sample. Results are generally supportive of the internal consistency and item-level characteristics of both the CAMM and the CAMM-R. These results are discussed in terms of implications for understanding the reliability and validity of the CAMM and CAMM-R among underrepresented students, as well as students within a younger sample.

scholarly journals From Surviving to Excelling: Adaptation of Gerontology Service Learning During the COVID-19 Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 739-739
Author(s):  
Donna Jensen ◽  
Theresa Abah ◽  
Carol Sewell ◽  
Terrence Ranjo
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Engagement ◽  
Student Learning ◽  
Local Community ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Community Safety ◽  
Community Based ◽  
Community Partners

Abstract The COVID-19 pandemic has disproportionately impacted older adults, and the educational service-learning opportunities available to gerontology students. As an applied major, Sacramento State University’s Gerontology Department heavily depends on service-learning. The pandemic affected existing gerontology placements and their ability to host student learning. In addition, at the outset of the pandemic, Sacramento State University immediately terminated in-person service learning. The Gerontology Department prioritized student and community safety while still valuing the need for students to have meaningful and relevant community-based learning experiences. Gerontology faculty worked with community partners to shift these vital learning experiences. This poster presentation focuses on the creative ways the department engaged community partners to continue quality learning opportunities for students while assisting community partners with the unrelenting shifts in operations. Three innovative service-learning and community engagement practices will be addressed, including a) Partnering with the California Office of Emergency Services (CalOES) to create and provide the statewide Social Bridging Project for older adults throughout California; b) Expanding the relationship with Sacramento State’s Renaissance Society, a lifelong learning and community engagement program for older adults; and c) Partnering with a community-based Cardio-vascular Wellness Program to keep older adults active and engaged while remaining at home. The poster will review the pivot to virtual service learning and share how this shift enhanced student learning and community service. This will include expanding the use of technology and capitalizing on innovative methods to reach out and provide service to older adults, the local community, and the state of California.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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