| Autor: |
Conley, Paige A., Hamlin, Maria L. |
| Předmět: |
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| Zdroj: |
Michigan Journal of Community Service Learning; Fall2009, Vol. 16 Issue 1, p47-58, 12p |
| Abstrakt: |
Higher education continues to wrestle with the challenge of engaging and retaining traditionally marginalized populations, particularly first-generation college students of color from low-income backgrounds. The typical North American campus, as a privileged space, has failed to successfully address or dismantle systems of power and difference that continue to influence national retention and graduation rates for many low-income, first-generation college students. This study presents findings from a qualitative research inquiry which indicates that a "justice-learning" curriculum, as a first-year seminar experience, can influence academic and civic engagement for students who identify as low-income, first-generation college students. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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