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- W2495057626 abstract "Across the nation, community colleges serve a diverse population of students representing a tremendous range of races, ethnicities, and ancestries. Service-learning opportunities, however, have historically been available to a somewhat small subset of students in postsecondary institutions. As more community colleges, and departments and faculty members within these colleges, develop service-learning programs, the opportunity to participate in service-learning is becoming available to a much larger and more racially and ethnically varied population than in the past years. This influx of new groups of students in service-learning raises interesting questions about whether and how the experience of service-learning may differ depending on student background. Perhaps, more importantly, it brings to light the question of who has access to service-learning in the first place and, if service-learning is a valuable experience for students, what is being lost by not offering students this opportunity. In our work, we explore these questions using a critical quantitative approach, focusing on the City University of New York (CUNY) Service Corps, a new service program at CUNY, as a case study. As members of the Office of Research, Evaluation, and Program Support, tasked with evaluating the CUNY Service Corps, we are uniquely situated to explore issues of data and research on the program, although we did not play a primary role in the design of the program itself. In this chapter, we focus on how data on program applicants and participants can be used by researchers and practitioners to ask critical questions relating to equity and access in service-learning." @default.
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- W2495057626 date "2014-01-01" @default.
- W2495057626 modified "2023-09-27" @default.
- W2495057626 title "Race, Ethnicity, and Service-Learning: Understanding Access and Equity Using a Critical Quantitative Approach" @default.
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- W2495057626 doi "https://doi.org/10.1057/9781137355737_7" @default.
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