Work

Service Learning in the First Year: Enhanced Retention and Graduation Rates for First-Year and Transfer Students from Underrepresented Groups

Year: 2024

Type: article

Abstract: This study constitutes an assessment of the service-learning program at a minority-serving institution, using data spanning nine years. It focuses on two student populations: those who enrolled as first-time students and the larger population of students who transferred from other institutions, primarily two-year colleges. Within these groups, we examine the effects of service-learning in the first year on Latinx/Hispanic students, low-income students, and other underrepresented student subpopulations on first-year retention and on graduation rates. Using propensity score analysis with full matching techniques means this study may be considered a quasi-experimental design in the cases for which strong balance is obtained. Results indicate that service-learning increases first-year retention rates and increases two types of graduation rates in each case demonstrating strong balance and significance. Results for Hispanic students are particularly notable.

Source: International Journal of Research on Service-Learning and Community Engagement

DOI: 10.37333/001c.127556

Authors: Cynthia Wyels, Marco V. Martinez

Institutions: California State University, Channel Islands, North Central College

Language: English

Topic: Service-Learning and Community Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: bronze

Funder: California State University Channel Islands