Impacting resilience and persistence in underrepresented populations through service-learning

Abstract

Purpose

The purpose of this paper is to share the research on the use of service-learning pedagogy as a strategy to promote engaged learning that positively impacts resilience. It purports that although often overlooked as a teaching and learning strategy, service-learning offers a viable method for supporting persistence and resiliency in largely minority population.

Design/methodology/approach

The research utilizes data from both quantitative and qualitative measures (surveys/questionnaires and open ended responses collected from focus groups). The data were collected over 15 months from undergraduate students who represent 5 different content areas (nursing, public health, psychology, nutrition and physical education).

Findings

The data revealed that students positively favor service-learning pedagogy and value the tenets of civic responsibility and social justice. These outcomes contribute to a positive impact on persistence and resiliency.

Research limitations/implications

This research highlights the findings from a small group of students enrolled in a specialized program, therefore may lack generalizability. Future research should replicate the study on a larger scale.

Practical implications

This paper includes both theoretical foundational knowledge and practical applications to support faculty teaching and learning. Additionally, it seeks to support and increase understanding of strategies that positively impact persistence and resilience constructs.

Social implications

The social implications of this research reflect an understanding of the inherent needs of students from underrepresented and/or underserved populations.

Originality/value

This paper fills a void in the literature at the higher education level, by offering specific strategies, which focus on methods to support resilience through increased student engagement, civic responsibility and critical thinking. Additionally, historically black colleges and universities are among the least empirically examined institutions in American higher education.

Citation

Daniels, K.N., Billingsley, K.Y., Billingsley, J., Long, Y. and Young, D. (2015), "Impacting resilience and persistence in underrepresented populations through service-learning", Journal for Multicultural Education, Vol. 9 No. 3, pp. 174-192. https://doi.org/10.1108/JME-02-2015-0005