An Examination of the Impact of Service-Learning on Underrepresented College Students' Academic Outcomes

• In Event: 34.070 - Expanding the Research Foundation for Service-Learning

Abstract

Underrepresented students (students of color, first generation, low income) have been identified as being less likely of attaining a college degree than majority students. Experiential pedagogies, specifically service-learning courses, may offer them an opportunity to engage in community work and improve skills that might contribute to their retention in college. The present study aims to investigate the impact of service learning courses on academic outcomes (retention, GPA and credits earned) of college students, particularly underrepresented students. The results show that service learning had a positive effect on students’ retention and graduation, but no salient effect on GPA and cumulative credits earned. Overall, this study provides empirical evidence on the benefits of service learning on college retention.

Authors

• Wei Song, University of Minnesota - Twin Cities

• Isabel Lopez, University of Minnesota - Twin Cities

• Andrew Furco, University of Minnesota

• Geoffrey M. Maruyama, University of Minnesota