"I Understand What They're Going through": How Socioeconomic Background Shapes the Student Service-Learning Experience

Autor/inn/en	Clever, Molly; Miller, Karen S.
Titel	"I Understand What They're Going through": How Socioeconomic Background Shapes the Student Service-Learning Experience
Quelle	In: Teaching Sociology, 47 (2019) 3, S.204-218 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X19832646
Schlagwörter	Socioeconomic Background; Student Experience; Service Learning; Food; Poverty; Advantaged; Disadvantaged; Citizen Participation; Rural Areas; Private Colleges; Small Colleges; Social Justice; School Community Programs; Student Attitudes; College Students; Community Needs; Systems Approach; Problem Solving; Social Bias + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Studienerfahrung; Service-Learning; Lebensmittel; Armut; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Rural area; Ländlicher Raum; Privathochschule; College; Colleges; Oberschule; Soziale Gerechtigkeit; Schülerverhalten; Collegestudent; Systemischer Ansatz; Problemlösen
Abstract	Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements. Analysis reveals that students with low socioeconomic status (SES) demonstrate different learning processes than medium- and high-SES students. Namely, low-SES students were less likely than high-SES students to hold prejudiced attitudes prior to service, and low-SES students emphasized a systemic understanding of food insecurity and poverty, while medium- and high-SES students were much more likely to emphasize an individualist understanding. We discuss the implications of these findings for future research to improve service-learning pedagogy for students of diverse socioeconomic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01