Extreme Makeover: Preserving the HBCU Mission Through Service Learning Pedagogy

Patterson, Gerrelyn C.; Dunston, Yolanda; Daniels, Kisha N.

doi:10.1007/s12111-011-9192-z

Cited by 22 publications

(5 citation statements)

References 3 publications

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“…Stakeholders, from students (Douglas 2012;Lott 2005) to presidents (Ricard and Brown 2008), coalesce around this theme, particularly as it relates to rectifying racial and social injustices. In fact, Patterson et al (2011) argue that the future relevance of HBCUs on the broader American postsecondary landscape may rest, at least in part, on their ability to carry forward this tradition of social change through creative programs in the area of service learning.…”

Section: Iterative Processes and Outcomes: Achievement Identity Formmentioning

confidence: 99%

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

Arroyo

Gasman

2014

American Journal of Education

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This conceptual study builds an institution-focused, non-Eurocentric, theoretical framework of black college student success. Specifically, the study synthesizes the relevant empirical research on the contributions historically black colleges and universities (HBCUs) have made for black student success, leading to an original model that all institutions can adapt to their contexts. Significantly, this is the first HBCU-based theoretical model to appear in the academic literature. The study concludes with several implications for research and practice, including testing the model and using it in institutional planning. MARYBETH GASMAN University of PennsylvaniaThis conceptual study builds an institution-focused, non-Eurocentric, theoretical framework of black college student success. Specifically, the study synthesizes the relevant empirical research on the contributions historically black colleges and universities (HBCUs) have made for black student success, leading to an original model that all institutions can adapt to their contexts. Significantly, this is the first HBCU-based theoretical model to appear in the academic literature. The study concludes with several implications for research and practice, including testing the model and using it in institutional planning.

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Section: Iterative Processes and Outcomes: Achievement Identity Formmentioning

confidence: 99%

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

Arroyo

Gasman

2014

American Journal of Education

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“…Hence, the focus of this research is grounded in an eclectic array of broadly defined theories, consistency of interest and perseverance (Duckworth et al, 2007), and learning dispositions and networks (Waring and Evans, 2015). Previous research (Daniels et al, 2010a(Daniels et al, , 2011b(Daniels et al, , 2013(Daniels et al, , 2014Patterson et al, 2013) builds on an educational framework, which establishes positive outcomes through the use of service-learning Impacting resilience and persistence pedagogy for students at historically black colleges and universities (HBCUs). The findings note that this diverse approach to teaching supports a variety of academic content areas and, most importantly, facilitates engagement and interest in underrepresented populations (Patterson et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Previous research (Daniels et al, 2010a(Daniels et al, , 2011b(Daniels et al, , 2013(Daniels et al, , 2014Patterson et al, 2013) builds on an educational framework, which establishes positive outcomes through the use of service-learning Impacting resilience and persistence pedagogy for students at historically black colleges and universities (HBCUs). The findings note that this diverse approach to teaching supports a variety of academic content areas and, most importantly, facilitates engagement and interest in underrepresented populations (Patterson et al, 2013). The current research focuses on best practices, exemplifies an alternate perspective and offers an educational approach to a pervasive problem.…”

Section: Introductionmentioning

confidence: 99%

Impacting resilience and persistence in underrepresented populations through service-learning

Daniels

Billingsley

et al. 2015

Journal for Multicultural Education

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Purpose – The purpose of this paper is to share the research on the use of service-learning pedagogy as a strategy to promote engaged learning that positively impacts resilience. It purports that although often overlooked as a teaching and learning strategy, service-learning offers a viable method for supporting persistence and resiliency in largely minority population. Design/methodology/approach – The research utilizes data from both quantitative and qualitative measures (surveys/questionnaires and open ended responses collected from focus groups). The data were collected over 15 months from undergraduate students who represent 5 different content areas (nursing, public health, psychology, nutrition and physical education). Findings – The data revealed that students positively favor service-learning pedagogy and value the tenets of civic responsibility and social justice. These outcomes contribute to a positive impact on persistence and resiliency. Research limitations/implications – This research highlights the findings from a small group of students enrolled in a specialized program, therefore may lack generalizability. Future research should replicate the study on a larger scale. Practical implications – This paper includes both theoretical foundational knowledge and practical applications to support faculty teaching and learning. Additionally, it seeks to support and increase understanding of strategies that positively impact persistence and resilience constructs. Social implications – The social implications of this research reflect an understanding of the inherent needs of students from underrepresented and/or underserved populations. Originality/value – This paper fills a void in the literature at the higher education level, by offering specific strategies, which focus on methods to support resilience through increased student engagement, civic responsibility and critical thinking. Additionally, historically black colleges and universities are among the least empirically examined institutions in American higher education.

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“…The mission of an HBCU is to provide educational opportunity and access, perpetuate pride in Black culture, and offer a synergy that focuses on interdisciplinary intellectual training and skill development for future employment and Black American advancement (Darrell et al 2016;Jackson and Nunn 2003;Patterson et al 2013). Furthermore, HBCUs are more likely to enroll and serve low-income, first-generation, and academically underprepared college students for whom access to higher education is paramount.…”

Section: Introductionmentioning

confidence: 99%

Pathways to institutional transformation at HBCUs: recommendations from HBCU Black women STEM Faculty

et al. 2021

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Black women STEM faculty at historically Black colleges and universities (HBCUs) experience many barriers to promotion, tenure, and the attainment of leadership positions. Institutional transformation is essential in addressing these inequities. However, there is a lack of literature that addresses the pathways for institutional transformation at HBCUs. The purpose of this paper is to share Black women STEM faculty from HBCUs recommendations for institutional transformation. Interviews were conducted with fifteen Black women STEM faculty at HBCUs. Findings revealed several themes including the need for: (1) institutional accountability and oversight, (2) investment in the representation of Black women in faculty and administration ranks, (3) leadership training and opportunities, (4) increased support for research scholarship, (5) opportunities for internal and external mentorship on scholarship and tenure, and (6) expanding student support services. Based on participants' reflections recommendations are offered to facilitate institutional transformation that supports the advancement of Black women STEM faculty at HBCUs.

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Extreme Makeover: Preserving the HBCU Mission Through Service Learning Pedagogy

Cited by 22 publications

References 3 publications

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

Impacting resilience and persistence in underrepresented populations through service-learning

Pathways to institutional transformation at HBCUs: recommendations from HBCU Black women STEM Faculty

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