"Real Students Helping Others": Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course

Autor/inn/en	Boppre, Breanna; Reed, Shon M.; Belisle, Linsey A.
Titel	"Real Students Helping Others": Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course
Quelle	In: Journal of Experiential Education, 46 (2023) 3, S.281-303 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boppre, Breanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259221134873
Schlagwörter	Service Learning; Feminism; Trauma Informed Approach; Student Experience; Victims of Crime; Safety; Females; Undergraduate Students; Student Attitudes; Student Projects; Research Skills; Advocacy; Social Change + Suchen Sie Ihr Suchwort? Service-Learning; Feminismus; Studienerfahrung; Victim; Victims; Crime; Opfer; Verbrechen; Sicherheit; Weibliches Geschlecht; Schülerverhalten; Schulprojekt; Forschungsleistung; Sozialanwaltschaft; Sozialer Wandel
Abstract	Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections' on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students' reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students' Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students' collaboration, skills, empowerment, and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01