Article Type
Research
Abstract
Service-learning is frequently described as a high-impact teaching activity that benefits students in numerous ways. However, fewer studies explore how underserved students respond to service-learning courses, and fewer still look specifically at first-generation college students. First generation college students face numerous documented obstacles to persisting and achieving in college, and a need exists for more systematic study of whether service-learning pedagogy supports or challenges first generation students as they face and overcome those obstacles. This study compared 260 undergraduate students, approximately half of whom were first-generation college students, and their self-reported gains in three student learning outcomes: academic enhancement, personal growth, and civic engagement. Through a mixed-methods analysis, findings indicate that first-generation college students responded at least as well as their peers to service-learning. In areas of difference, first-generation college students responded more strongly than their peers. Overall, results indicate surprising similarities between the first generation students and their peers, as well as important differences regarding compassion, motivation, agency, and sense of solidarity.
Recommended Citation
Wilsey, S. A., Friedrichs, J., Gabrich, C., & Chung, T. (2014), 79-97. A Privileged Pedagogy for Privileged Students? A Preliminary Mixed-Methods Analysis Comparing First-Generation and Non-First-Generation College Students on Post-Evaluations of Service-Learning Courses. PRISM: A Journal of Regional Engagement, 3 (2). Retrieved from https://encompass.eku.edu/prism/vol3/iss2/1