Utilizing Domestic Off-Campus Experiences to Influence Social Justice Awareness and Career Development

Autor/inn/en	Engberg, Mark E.; Carrera, Lillianna Franco; Mika, Leah Pasquesi
Titel	Utilizing Domestic Off-Campus Experiences to Influence Social Justice Awareness and Career Development
Quelle	In: Journal of Higher Education Outreach and Engagement, 22 (2018) 1, S.63-86 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Social Justice; Career Development; Transformative Learning; Program Descriptions; Coaching (Performance); Undergraduate Students; Professional Development; Semi Structured Interviews; Skill Development; Power Structure; Public Service; Social Differences; Workshops; High School Freshmen; Service Learning; School Districts; Poverty; Disadvantaged Schools; Outcomes of Education; Student Attitudes; Qualitative Research; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Berufsentwicklung; Pädagogische Transformation; Kompetenzentwicklung; Qualifikationsentwicklung; Public services; Öffentlicher Sozialdienst; Sozialer Unterschied; Lernwerkstatt; Schulung; Service-Learning; School district; Schulbezirk; Armut; Lernleistung; Schulerfolg; Schülerverhalten; Qualitative Forschung
Abstract	This study examines the transformative experiences of a group of academic coaches who participated in the Target New Transitions (TNT) program during the 2014-2015 academic year. The TNT program trains undergraduate students, through professional development workshops and reflective exercises, to serve as year-round academic coaches for first-year students in Chicago's most impoverished high school districts. Semistructured interviews were conducted with 20 academic coaches in order to understand the transformative nature of the program in relation to social justice learning, translatable skills and values, and career development. Findings demonstrate that significant learning occurred in relation to coaches' awareness of social justice issues, including issues of power, privilege, and systemic causes of inequality; that learning was translatable to other academic and nonacademic settings; and that many students developed greater commitments to public service careers. Implications are also presented for colleges interested in further anchoring their institutional commitments within their local communities. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01