Knowledge to Action: Transforming 10 Years of Research to Achieve

• In Event: 16.054 - The Impact of Service-Learning in Teacher Education

Abstract

This 10-year study from a social justice framework explores how research and service-learning can help neighborhoods. Participants were 111 mostly-Latino/a teacher candidates (TCs), and 226 children, 81 parents, and 10 staff members (all Latinos/as). Data gathering occurred at an after-school tutorial agency in Promesa, a high-poverty Texas neighborhood. Data sources were surveys, reflections, interviews, focus groups, children’s drawings, a TV station’s neighborhood depictions, Census data, and participant observation. Grounded theory analysis revealed these juxtaposing themes: outsiders’ pathologization of Promesa versus residents’ positive perceptions, children’s high college aspirations versus Census data, and limited academic technology experiences. The author, tutorial staff, and local college staff developed Promesa scholarships. Implications relate to professors using research findings and creating service-learning projects to help neighborhoods.

Author

• Kathy M. Bussert-Webb, UTRGV