Service-Learning Design Course: Examining White Students' Racial Attitudes

2006 ◽  
Author(s):  
Lisa B. Spanierman ◽  
Amanda M. Beer ◽  
V. Paul Poteat ◽  
Vetisha L. McClair
Keyword(s):  
Service Learning ◽  
White Students ◽  
Racial Attitudes ◽  
Learning Design

Analogies As a Teaching Strategy to Transform White Students' Racial Attitudes

2012 ◽  
Author(s):  
Suthakaran Veerasamy ◽  
Keri Filsinger ◽  
Brittany White ◽  
Lynsay Paiko
Keyword(s):  
White Students ◽  
Racial Attitudes ◽  
Teaching Strategy

Effects of learning design patterns in service learning courses

2017 ◽  
Vol 19 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Karl-Heinz Gerholz ◽  
Verena Liszt ◽  
Katrin B Klingsieck
Keyword(s):  
Service Learning ◽  
Self Efficacy ◽  
Design Patterns ◽  
Empirical Studies ◽  
Self Concept ◽  
Learning Design ◽  
Community Practice ◽  
Charitable Organizations ◽  
Curricular Content ◽  
Service Project

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the effects of service learning, such as its influence on the self-concept, self-efficacy or attitudes to be engaged. However, a lack of research regarding the link between learning design patterns and the effectiveness of service learning can be found. Learning design patterns are teaching or methodical interventions to support the learning and service process of the students. This article presents a study on the experiences of students and charitable organizations in a service learning course concerning the learning design patterns. A mixed-methods design including questionnaires and interviews has been used. Significant effects regarding students’ development of their self-efficacy, self-concept and attitude to being engaged were found. The qualitative results provide a deeper understanding of these changes, including the different perspectives from students and from charitable organizations. The results show differences in the learning design patterns perceived and its support for the service and learning process.

Measuring Racial Attitudes in a Situational Context

1970 ◽  
Vol 27 (3) ◽  
pp. 971-980 ◽  
Author(s):  
William E. Sedlacek ◽  
Glenwood C. Brooks
Keyword(s):  
White Students ◽  
Strong Evidence ◽  
Racial Attitudes ◽  
Attitude Scale ◽  
Situational Context ◽  
University Of Maryland ◽  
The Mean ◽  
The University

The Situational Attitude Scale (SAS) was developed to measure the attitudes of whites toward blacks. Each of two forms contained the same situations, bipolar scales and instructions, except that the word “black” was inserted into each situation in Form B and Form A made no reference to race. The SAS was administered to 405 white students at the University of Maryland. Forms were distributed randomly and Ss were unaware that two forms were administered. The validity of the SAS was determined by the mean response difference between Form A and Form B, using t tests. Fifty-five of the 100 items were significant beyond the .05 level. Thus, there was strong evidence that the insertion of the word “black” into each situation caused Ss to respond differently.

scholarly journals Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework

2019 ◽  
Vol 5 (3) ◽  
pp. 277 ◽  
Author(s):  
Hannah Lebovits ◽  
Del M. N. Bharath
Keyword(s):  
Service Learning ◽  
Conceptual Framework ◽  
Public Administration ◽  
Common Good ◽  
Democratic Education ◽  
Core Competencies ◽  
Learning Design ◽  
Public Administrators ◽  
Democratic Community ◽  
Pedagogical Goals

The field of public administration is intrinsically linked to a substantive experience of democracy and the development of a democratic community. This article employs John Dewey’s constructivist pedagogical approach to make the case that service-learning can be a vehicle to cultivate students’ understanding of democracy as a movement toward a common good. We use the term “real democracy” to describe the ways that substantive practices of Dewey’s communal democracy materialize in today’s public sector. We highlight the concerns “real democracy” presents for public administrators before arguing that Master of Public Administration (MPA) programs are a particularly suitable setting to cultivate Dewey’s constructivist approach to democratic education given that the spirit of the approach is already well-aligned with MPA core competencies. Finally, we present public administration educators with a democratic service-learning conceptual framework that ties together pedagogical goals, service-learning design and outcomes, and Dewey’s constructivist, democratic student experience.

Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking

2021 ◽  
Vol 52 (1) ◽  
pp. 62-93
Author(s):  
Dan Battey ◽  
Tonya Bartell ◽  
Corey Webel ◽  
Amanda Lowry
Keyword(s):  
Preservice Teachers ◽  
Black Students ◽  
White Students ◽  
Racial Attitudes ◽  
Online Survey ◽  
Mathematical Thinking ◽  
Student Thinking ◽  
International Studies ◽  
Teachers Perceptions ◽  
The Impact

Recent international studies have found that teachers’ attitudes, biased against historically marginalized groups, predict lower student achievement in mathematics (e.g., van den Bergh et al., 2010). It is not clear, however, if or how teachers’ racial attitudes affect their evaluation of students’ mathematical thinking to produce these effects. Using an experimental design, we conducted an online survey to examine the relationship between preservice teachers’ (PSTs) racial attitudes and their perceptions of students’ mathematical thinking. The survey used comparable videos, with similar mathematics content and student thinking, one including Black students and the other, White students. Findings show that PSTs evaluated Black students’ thinking less favorably compared with White students. Explicit, but not implicit, attitudes, as well as reported time spent in African American communities, were factors in how PSTs rated the quality of students’ mathematical thinking by race.

Social Acceptability in the Measurement of Racial Attitudes

1971 ◽  
Vol 29 (1) ◽  
pp. 17-18 ◽  
Author(s):  
William E. Sedlacek ◽  
Glenwood C. Brooks
Keyword(s):  
College Students ◽  
White Students ◽  
Racial Attitudes ◽  
Social Acceptance ◽  
Attitude Scale ◽  
Social Acceptability ◽  
Perceived Social Acceptance

204 white Ss were asked to indicate how most college students felt about people with certain values. Results indicated there was less perceived social acceptance of negative racial attitudes among college students than of other values. However, when similar groups of white students were administered the Situational Attitude Scale (SAS) they responded relatively negatively to blacks. Thus, there is evidence for a difference between what white students feel are socially acceptable attitudes toward blacks and what they actually feel.

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