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Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community
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Author(s): Tomesha Manora Farris (Western Michigan University, USA), Denise Ross (Western Michigan University, USA), Brandi Fontenot (Western Michigan University, USA), Gaige Johnson (Western Michigan University, USA), Margaret Uwayo (Western Michigan University, USA)and Garrett D. Warrilow (Western Michigan University, USA)
Copyright: 2017
Pages: 19
Source title:
Student Experiences and Educational Outcomes in Community Engagement for the 21st Century
Source Author(s)/Editor(s): Cathryn Crosby (Teachers College Columbia University, USA)and Frederick Brockmeier (Northern Kentucky University, USA)
DOI: 10.4018/978-1-5225-0874-8.ch004
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.
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