Facilitating youth development through service-learning: Social justice implications for underserved youth

Abstract

<jats:p> The implications of how service-learning participation can enhance civic knowledge and engagement among young people are discussed at length in the existing literature. However, research that explores the utility of formalizing service-learning as a means of enriching civic education for underserved and minority youth is lacking, particularly within the context of secondary education. The purpose of this article is to contribute to the discourse around increasing the use of service-learning programs as a means of supplementing existing methods that facilitate well-rounded youth development (e.g. school curricula, afterschool programs, mentorship) and enhance well-being among underserved youth within a social justice framework. The aims of this article are met by first illuminating the risk factors facing minority and underserved youth. The social justice implications of service-learning participation for youth are then discussed. Finally, the feasibility of utilizing service-learning as a protective factor for marginalized youth is explored. </jats:p>

‘For a good [civic] purpose?’: Black immortal teachings of citizenship

“…According to research, young Black boys are perceived as older and less innocent than their White counterparts (Goff et al, 2014) leading to harsher punishments. By limiting equitable access and treatment, educational environments regularly mirror the disparities that exist in society (Curtis, 2020). The overrepresentation and misidentification of Black male students in relation to discipline and special education has been well documented (Howard, 2014; Johnson, 2013).…”