A Review of Current Methods to Develop Empowering Service-Learning Programs for Latina/o College Students

Abstract

Spanish

This review of research suggests a need for service-learning programs that empower Latina/o students. Research on the status of Latina/os in higher education and key challenges to Latina/o student success highlights the demand for innovative programmatic solutions. A review of postcolonialist educational and Latina/o student identity theory along with case studies from critical service-learning programs is presented to provide a framework for program innovation, and recommendations are made for future program development research.

Keywords

postcolonialist educational theory literature review higher education service learning Latina/o students social justice critical pedagogy program development

Get full access to this article

View all access options for this article.

References

Alvarez

(2012). Brokering literacies: An ethnographic study of languages and literacies in Mexican immigrant families. The City University of New York. Retrieved from http://pqdtopen.proquest.com/#abstract?dispub=3508581

Andreotti

(2011). Actionable postcolonial theory in education. London, UK: Palgrave Macmillan. DOI: 10.1057/9780230337794

Anzaldúa

(1999). Borderlands = La frontera. San Francisco, CA: Aunt Lute Books.

Arbona

Nora

(2007). The influence of academic and environmental factors on Hispanic college degree attainment. The Review of Higher Education, 30, 247-269. doi:10.1353/rhe.2007.0001

Argenal

Jacquez

(2015). Redefining service-learning for the purpose of social change within education. In Delano-Oriaran

Penick-Parks

M. W.

Fondrie

(Eds.), The SAGE sourcebook of service-learning and civic engagement (pp. 61-66). Oshkosh, WI: SAGE.

Aud

Fox

M. A.

Kewal Ramani

(2010). Status and trends in the education of racial and ethnic groups (NCES 2010-015). Washington, DC: National Center for Education Statistics. Retrieved from http://files.eric.ed.gov/fulltext/ED510909.pdf

Barney

S. T.

Kirk

Fife

(2011). Interdisciplinary international service learning: The story of our success. In Miller

R. L.

Amsel

Kowalewski

B. M.

Beins

B. C.

Keith

K. D.

Peden

B. F.

(Eds.), Promoting student engagement: Programs, techniques and opportunities (Vol. 1, pp. 73-81). Washington, DC: Society for the Teaching of Psychology. Retrieved from https://eric.ed.gov/?id=ED533155

Bedolla

L. G.

(2012). Latino education, civic engagement, and the public good. Review of Research in Education, 36(1), 23-42. doi:10.3102/0091732X11422666

Bernal

D. D.

Alemán

Jr. Garavito

(2009). Latina/o undergraduate students mentoring Latina/o elementary students: A borderlands analysis of shifting identities and first-year experiences. Harvard Educational Review, 79, 560-586. DOI: 10.17763/haer.79.4.01107jp4uv648517

10.

Brown

Patten

(2012). Statistical portrait of Hispanics in the United States, 2012. Washington, DC: Pew Research Center. Retrieved from http://www.pewhispanic.org/2014/04/29/statistical-portrait-of-hispanics-in-the-united-states-2012/

11.

Butin

D. W.

(2006). The limits of service-learning in higher education. The Review of Higher Education, 29, 473-498. Retrieved from http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1021&context=slcehighered&sei-redir=1&referer=https%3A%2F%2Fscholar.google.com%2Fscholar%3Fq%3Dbutin%2B2006%26btnG%3D%26hl%3Den%26as_sdt%3D0%252C38#search=%22butin%202006%22

12.

Butler

(1999). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.

13.

Contreras

Gerardo

(2007). Rural voices winding through the Andes Mountains: A collective creative literacy research project. Indiana: Indiana University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3268629

14.

Contreras

(2009). Sin papeles y rompiendo barreras: Latino students and the challenges of persisting in college. Harvard Educational Review, 79, 610-632. doi:10.17763/haer.79.4.02671846902gl33w

15.

Coxen

Gershwin

Kelley

Yakimov

(2007). Building tomorrow’s workforce: Promoting the education & advancement of Hispanic workers in America. Ann Arbor, MI: Corporation for a Skilled Workforce. Retrieved from http://hdl.voced.edu.au/10707/65320

16.

Crisp

Nora

(2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51, 175-194. doi:10.1007/s11162-009-9151

17.

d’ Arlach

Sánchez

Feuer

. (2009). Voices from the community: A case for reciprocity in service-learning. Michigan Journal of Community Service Learning, 16(1), 5-16. Retrieved from http://files.eric.ed.gov/fulltext/EJ888070.pdf

18.

Derrida

(1978). Writing and difference. Chicago, IL: The University of Chicago Press.

19.

Dewey

(1990). The school and society. Chicago, IL: University of Chicago Press. (Original work published 1916)

20.

Foucault

(1982). The subject and power. Critical Inquiry, 8, 777-795. doi:10.2307/1343197

21.

Freire

(2001). Pedagogy of the oppressed. New York, NY: Continuum.

22.

Freire

(2005). Education for critical consciousness. New York, NY: Continuum.

23.

Fry

(2011). Hispanic college enrollment spikes, narrowing gaps with other groups. Pew Hispanic Center. Retrieved from http://www.pewhispanic.org/files/2011/08/146.pdf

24.

Gándara

P. C.

Contreras

(2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.

25.

Garcia

(2007). Social justice and community service learning in Chicano/Latino/Raza studies. In Calderón

J. Z.

(Ed.), Race, poverty, and social justice: Multidisciplinary perspectives through service learning (1st ed., pp. 207-224). Sterling, VA: Stylus.

26.

Gregory

Camarillo

Campbell

Dasher

King

Mann

. . . Willmarth

(2006). Learning from Latino community efforts. Journal of Extension, 44(3). Retrieved from http://www.joe.org/joe/2006june/a3.php

27.

Guenther

Miller

R. L.

(2011). Factors that promote engagement. In Miller

R. L.

Amsel

Kowalewski

B. M.

Beins

B. C.

Keith

K. D.

Peden

B. F.

(Eds.), Promoting student engagement: Programs, techniques and opportunities (Vol. 1, pp. 10-17). Washington, DC: Society for the Teaching of Psychology. Retrieved from https://eric.ed.gov/?id=ED533155

28.

Hipolito-Delgado

C. P.

Zion

(2015). Igniting the fire within marginalized youth: The role of critical civic inquiry in fostering ethnic identity and civic self-efficacy. Urban Education, 52, 699-717. doi:10.1177/0042085915574524

29.

hooks

(2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.

30.

Hurtado

Ponjuan

(2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4, 235-251. doi:10.1177/1538192705276548

31.

Jay

(2008). Service learning, multiculturalism, and the pedagogies of difference. Pedagogy, 8, 255-281.

32.

Jenkins

(2012). Expected and unexpected outcomes of a service-learning program rooted in social justice and pragmatic constructivism. Los Angeles, CA: Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#abstract?dispub=3493822

33.

Jones

S. R.

Robbins

C. K.

LePeau

L. A.

(2011). Negotiating border crossing: Influences of social identity on service-learning outcomes. Michigan Journal of Community Service Learning, 17(2), 27-42. Retrieved from http://files.eric.ed.gov/fulltext/EJ967604.pdf

34.

Keen

Hall

(2009). Engaging with difference matters: Longitudinal student outcomes of co-curricular service-learning programs. The Journal of Higher Education, 80(1), 59-79. Retrieved from http://bonnernetwork.pbworks.com/f/Keen+%26+Hall+JHE+Jan.-Feb.09.pdf

35.

Ling Yeh

. (2010). Service-learning and persistence of low-income, first-generation college students: An exploratory study. Michigan Journal of Community Service Learning, 16(2), 50-65.

36.

Martin

Pirbhai-Illich

(2015). Service learning as post-colonial discourse. In Reynolds

Bradbery

Brown

Carroll

Donnelly

Ferguson-Patrick

Macqueen

(Eds.), Contesting and constructing international perspectives in global education (pp. 135-150). Rotterdam, The Netherlands: Sense. Retrieved from https://www.researchgate.net/profile/Udan_Kusmawan/publication/287285857_Contesting_and_constructing_international_perspectives_in_global_education/links/5675105008ae125516e2cd8d/Contesting-and-constructing-international-perspectives-in-global-education.pdf

37.

McNally

M. D.

(2004). Indigenous pedagogy in the classroom: A service learning model for discussion. The American Indian Quarterly, 28, 604-617. doi:10.1353/aiq.2004.0102

38.

Muñoz

(2012). Exploring the meaning of civic engagement in the United States: Mexican Immigrants in Central Texas. In Muñoz

Wrigley

H. S.

(Eds.), Adult civic engagement in adult learning. San Francisco, CA: Jossey-Bass.

39.

Nuñez

(2009). Latino students’ transitions to college: A social and intercultural capital perspective. Harvard Educational Review, 79(1), 22-48. DOI: 10.1177/1538192710391801

40.

O’Loughlin-Brooks

J. L.

Smith

V. T.

(2011). Civic engagement through service learning. In Miller

R. L.

Amsel

Kowalewski

B. M.

Beins

B. C.

Keith

K. D.

Peden

B. F.

(Eds.), Promoting student engagement: Programs, techniques and opportunities (Vol. 1, pp. 70-72). Washington, DC: Society for the Teaching of Psychology. Retrieved from https://eric.ed.gov/?id=ED533155

41.

Razfar

Simon

(2011). Course-taking patterns of Latino ESL students: Mobility and mainstreaming in urban community colleges in the United States. TESOL Quarterly, 45, 595-627. DOI: 10.5054/tq.2011.268060

42.

Ross

(2012). Disrupting borders: A case study in engaged pedagogy. Michigan Journal of Community Service Learning, 19(1), 58-68. Retrieved from http://quod.lib.umich.edu/cgi/p/pod/dod-idx/disrupting-borders-a-case-study-in-engaged-pedagogy.pdf?c=mjcsl;idno=3239521.0019.105

43.

Saenz

V. B.

Ponjuan

(2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8(1), 54-89. doi:10.1177/1538192708326995

44.

Said

E. W.

(1993). Culture and imperialism (1st ed.). New York, NY: Knopf.

45.

Steinman

(2011). “Making space”: Lessons from collaborations with tribal nations. Michigan Journal of Community Service Learning, 18, 5-18.

46.

Taggart

Crisp

(2011). Service learning at community colleges: Synthesis, critique, and recommendations for future research. Journal of College Reading and Learning, 42(1), 24-44. DOI: 10.1080/10790195.2011.10850346

47.

Teranishi

R. T.

Suárez-Orozco

(2011). Immigrants in community colleges. The Future of Children, 21, 153-169.

48.

Winans-Solis

(2014). Reclaiming power and identity: Marginalized students’ experiences of service-learning. Equity & Excellence in Education, 47, 604-621. doi:10.1080/10665684.2014.959267

49.

Yosso

Smith

Ceja

Solórzano

(2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79, 659-691. DOI: 10.17763/haer.79.4.m6867014157m707l