Previous researchers have demonstrated a positive association between enrolling in service-learning courses and achievement and graduation outcomes for college students. Less is known about whether results associated with service-learning hold for students from underrepresented backgrounds. Using propensity score matching, we explored whether enrollment in service-learning courses is related to 4-year retention and graduation outcomes of students who are low-income, first-generation college attendees, and who are both low-income and first-generation college attendees. We found positive relationships of service-learning course enrollment with higher achievement and higher odds of retention for students in the low-income category and the first-generation category. We also found a positive relationship between service-learning course enrollment and persistence for students who were both low-income and first-generation status. Implications of service-learning as a potential way of supporting the success of first-generation and low-income students are discussed.
https://openjournals.libs.uga.edu/jheoe/article/view/1542
- Benefits of service-learning on students’ achievement and degree attainment outcomes: An investigation of potential differential effects for low-income and first-generation students.
- Krista M Soria (Author) - University of Idaho, Leadership and Counseling
- Journal of Higher Education Outreach and Engagement, Vol.27(2), pp.17-30
- 996698746701851
- Leadership and Counseling
- Journal article