When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education

Autor/inn/en	Conner, Jerusha; Erickson, Joseph
Titel	When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education
Quelle	In: Michigan Journal of Community Service Learning, 23 (2017) 2, S.53-65 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
DOI	10.3998/mjcsloa.3239521.0023.204
Schlagwörter	Service Learning; Higher Education; Program Effectiveness; Attitude Change; Positive Attitudes; Student Attitudes; Pretests Posttests; Familiarity; Theories; Social Problems; Consciousness Raising; College Faculty; College Students; Racial Attitudes; Social Attitudes; Scores; Racial Differences; Ethnic Groups; Gender Differences; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Attitudinal change; Einstellungsänderung; Schülerverhalten; Theory; Theorie; Social problem; Soziales Problem; Bewusstseinsbildung; Fakultät; Collegestudent; Rassenfrage; Social attidude; Soziale Einstellung; Rassenunterschied; Ethnie; Geschlechterkonflikt; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Service-learning experiences have the potential to improve participants' attitudes and values toward those whom they serve, but if the experience is poorly designed or poorly implemented, it runs the risk of reinforcing stereotypes and deficit perspectives of the intended beneficiaries of service. This study examines the extent to which Contact Theory predicts the efficacy of service-learning courses in promoting positive attitude change among participants. Contact Theory stipulates the conditions under which attitude change toward an "out-group" becomes possible. Comparing pre-test and post-test scores for 220 students enrolled in service-learning courses in two different institutions, we find that courses that reflect more tenets of Contact Theory are more effective than those less aligned with Contact Theory in reducing students' overall colorblindness and improving their awareness of blatant racial issues. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01