Abstract
The authors explore the relationship between participation in service-learning courses and students’ perceptions of sense of belonging and campus climate. Curricular activities such as service-learning, which engage students in community service through a structured course setting, may promote diversity outcomes such as perspective taking and critical reflection about diversity, which could lead students to become more aware of racial/ethnic, gender, and socioeconomic disparities. Using SERU data, the authors analyzed the relationship between these service-learning; campus climate and sense of belonging within different ethnic and racial groups. The results suggest that students in service-learning courses tend to perceive more negative campus-climate within their institution across different ethnic groups.
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Lopez, I., Song, W., Schulzetenberg, A., Furco, A., Maruyama, G. (2018). Exploring the Relationship Between Service-Learning and Perceptions of Campus Climate. In: Soria, K. (eds) Evaluating Campus Climate at US Research Universities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94836-2_22
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DOI: https://doi.org/10.1007/978-3-319-94836-2_22
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