White Students' Experiences of Privilege and Socioeconomic Disparities: Toward a Theoretical Model

Autor/inn/en	Dunlap, Michelle; Scoggin, Jennifer; Green, Patrick; Davi, Angelique
Titel	White Students' Experiences of Privilege and Socioeconomic Disparities: Toward a Theoretical Model
Quelle	In: Michigan Journal of Community Service Learning, 13 (2007) 2, S.19-30 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Service Learning; White Students; Consciousness Raising; Social Attitudes; Social Bias; Racial Bias; Urban Areas; Homeless People; Journal Writing; Student Journals; Diaries; Socioeconomic Status; Socioeconomic Influences; Attitude Change; Student Attitudes + Suchen Sie Ihr Suchwort? Service-Learning; Bewusstseinsbildung; Social attidude; Soziale Einstellung; Racial discrimination; Rassismus; Urban area; Stadtregion; Homeless person; Homeless persons; Obdachloser; Zeitschriftenaufsatz; Studentenzeitung; Diary; Tagebuch; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Attitudinal change; Einstellungsänderung; Schülerverhalten
Abstract	A theoretical model is developed for the process relatively privileged white students go through as they become more aware of their own socioeconomic and other advantages and come to terms with these within their community service learning placements. The model is supported with journal reflections from service-learners placed in inner-city homeless shelters to highlight stages of the proposed model. Resources for assisting students through the privilege awareness process and future research directions are identified. (Contains 1 figure and 3 notes.) (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	2017/4/10