Prosocial growth during college: Results of a national study

Brandenberger, Jay W.; Bowman, Nicholas A.

doi:10.1080/03057240.2015.1048792

Cited by 21 publications

(26 citation statements)

References 30 publications

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“…Collaborating in mixed groups based on background characteristics could have the advantage that students develop prosocial attitudes and behaviors. As Brandenberger and Bowman (2015) showed that prosociality can be fostered in a learning environment where student work actively together in diverse small groups. Therefore, we recommend creating learning communities as such that prosocial attitudes become more salient in addition to student's achievement.…”

Section: Discussionmentioning

confidence: 99%

The role of prosocial attitudes and academic achievement in peer networks in higher education

Brouwer

Engels

2021

Eur J Psychol Educ

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After the transition to university, students need to build a new peer network, which helps them to adapt to university life. This study investigated to what extent students’ prosocial attitudes and academic achievement facilitate the embeddedness in friendship and help-seeking networks, while taking structural network characteristics into account. Participants were 95 first-year bachelor’s degree students and were part of learning communities consisting of 12 students at a university in the Netherlands. Measures included student-reports of prosocial attitudes, peer nominations of friendship and help-seeking networks, and officially registered grades (GPA). Longitudinal social network analysis, stochastic actor-based modeling with the package RSiena, revealed that both students’ own prosocial attitudes and achievement played a role in their friendship formation, whereas only students’ own achievement made the formation of their help-seeking relationships more likely. When students were friends, it was more likely that they approached each other for help and vice versa. Similarity in achievement level contributed to relationship formation in friendship and help-seeking networks. Overall, the results underscore the importance of both student’ prosocial attitudes and achievement for their social adjustment (i.e., making friends) and only achievement for their academic adjustment (i.e., seeking help) during the first year of university within the context of small-scale teaching.

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Section: Discussionmentioning

confidence: 99%

The role of prosocial attitudes and academic achievement in peer networks in higher education

Brouwer

Engels

2021

Eur J Psychol Educ

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“…Prosocial orientation, which refers to the development of attitudes, dispositions, and values that foster and sustain positive engagement within one's community and larger society (Brandenberger & Bowman, 2012), and related prosocial behaviors such as volunteering have been found to be positively associated with perspective taking and sympathy/empathy for others (Eisenberg, Carlo, Murphy, & Van Court, 1995), a preference for equitable outcomes (i.e., justice and fairness) over individual competition and gain (Van Lange, 1999), and stronger levels of mental health and well-being (Bowman et al, 2010;Penner, Dovidio, Piliavin, & Schroeder, 2005). Brandenberger and Bowman (2015) assert, "A sense of prosocial purpose may play an important role not only in engaging [college] students in efforts to improve the world around them, but in enhancing their own development and long-term well-being" (p. 331).…”

Section: Prosocial Developmentmentioning

confidence: 99%

Discovering My Agency: Exploring how Youth Participatory Action Research Facilitates the Development of Capital by Underserved Youth in a College Access Program

Hudson

Means²,

Tish

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context College access programs aim to enhance students’ college-going capital, which includes the “knowledge, skills, or dispositions” that support students’ pathways to and through higher education. While some college access programs aim to remedy students’ “deficiencies” in capital, strengths-based approaches recognize and amplify the cultural assets and capital that marginalized individuals and their communities possess. One such approach is community-based youth participatory action research (YPAR), which empowers young people as co-researchers to investigate topics of importance in their lives. Purpose/Objective/Research Question/Focus of Study: This study explored how participation in a community-based YPAR project facilitated the college aspirations and perceived development of college-going capital among underserved (low-income, first-generation, and racially and ethnically minoritized) youth in a college access program. Setting: The setting for this research was a university-based college access and success program, Achievement Program (pseudonym). Population/Participants/Subjects Ten high school tenth-graders in Achievement Program participated in the YPAR project. All are low-income and first-generation students and eight identify as Students of Color. Intervention/Program/Practice YPAR project participants assisted in designing and executing a qualitative research study on the barriers and opportunities that first-generation and/or low-income college students face. Participants also engaged in related activities such as reflective journaling, a trip to meet with national higher education policy organizations, and community engagement. Research Design: This research utilized an interpretive case study approach. Data Collection and Analysis: Data were drawn from three one-on-one, semi-structured interviews with each participant, photo elicitation, and one focus group with all ten participants. For analysis, the authors collaboratively developed a codebook focused on the impact of YPAR participation on development of college-going capital. Findings/Results Participants showed evidence of beginning to understand that although the college-going barriers they have faced are systemic, they hold power to challenge those barriers and effect positive change. YPAR participation also enabled participants to recognize their connections with and responsibility toward their communities and helped them connect educational pursuits such as research with working to improve college access and success for other low-income and first-generation students. Conclusions/Recommendations This study provides evidence for how incorporating community-based YPAR into college access programs can empower youth from underserved populations as agents of their college-going journeys by connecting them with college-going capital located within their communities. Therefore, we recommend that college access program professionals incorporate YPAR projects into their curricula to better support underserved students’ college-going journeys.

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“…But, in addition, there is room for educators to design courses that provide opportunities for other students to have educationally meaningful diversity experiences and develop appreciation for how diversity can contribute to their world view. Brandenberger and Bowman (2015) found across multiple institutions that active learning practices and diversity experiences contributed to prosocial growth from college entry to junior year. Bowman (2011), in a meta-analysis, found that face-to-face diversity experiences (vs. didactic educational experiences) were related to enhanced civic attitudes.…”

Section: What Service-learning Brings To Hybrid Highimpact Pedagogiesmentioning

confidence: 99%

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

Bringle¹

2017

Michigan Journal of Community Service Learning

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Prosocial growth during college: Results of a national study

Cited by 21 publications

References 30 publications

The role of prosocial attitudes and academic achievement in peer networks in higher education

The role of prosocial attitudes and academic achievement in peer networks in higher education

Discovering My Agency: Exploring how Youth Participatory Action Research Facilitates the Development of Capital by Underserved Youth in a College Access Program

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

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