![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on culturally diverse populations and culturally relevant pedagogy is reviewed along with literature on Latino pedagogy. Data were collected through student and instructor journals, student reflection papers, and instructor observations of students. Two main themes emerged from the data: student reflections concerning service-learning mentoring work with the elementary and middle school students, and their experience in relating course materials to this work. Results demonstrated the effectiveness of service-learning and culturally relevant pedagogy, and implications for their application on a larger scale and to other types of classrooms are discussed.
References
Section:
|
Au, K., Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba, H., Guthrie, G., Au, K. (Eds.), Culture and the bilingual classroom (pp. 139-152). Rowley, MA: Newbury House. Google Scholar | |
|
Bollin, G. G. (2007). Preparing teachers for Hispanic immigrant children: A service-learning approach. Journal of Latinos and Education, 6(2), 177-189. Google Scholar | Crossref | |
|
Bringle, R. G., Hatcher, J. A., Muthiah, R. N. (2010). The role of service-learning on the retention of 1st year students to 2nd year. Michigan Journal of Community Service Learning, 16(2), 38-49. Google Scholar | |
|
Byrd, M. L. (1995, April). Public address, cultural diversity, and tolerance: Teaching cultural diversity in speech classes. Paper presented at the Western Social Science Association 17th Annual Conference, Oakland, California. Google Scholar | |
|
Carney, T. M. (2004). Reaching beyond borders through service-learning. Journal of Latinos and Education, 3(4), 267-271. Google Scholar | Crossref | |
|
Carrillo, R. (2004). Making connections: Building family literacy through technology (EDRS Report 481646, pp. 165-179). Google Scholar | |
|
Cashel, M. L., Goodman, C., Swanson, J. (2003). Mentoring as service-learning for undergraduates. Academic Exchange Quarterly, 7(2), 106-110. Google Scholar | |
|
Colvin, J. W., Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18, 121-134. doi:10.1080/13611261003678879 Google Scholar | Crossref | |
|
Corbin, J., Strauss, A. C. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE. Google Scholar | |
|
Cortez, L. J. (2011). A road map to their future: What Latino students need to graduate. Chronicle of Higher Education, 58(6), B21. Google Scholar | |
|
Crews, T. B., Stitt-Gohdes, W. L. (2012). Incorporating Facebook and twitter in a service-learning project in a business communication course. Business Communication Quarterly, 75(1), 76-79. doi: 10.1177/1080569911431881 Google Scholar | Crossref | |
|
Dewey, J. (1910). How we think. New York, NY: Prometheus Books. (Original work published 1991) Google Scholar | Crossref | |
|
Durden, T. (2008). Do your homework! Investigating the role of culturally relevant pedagogy in comprehensive school reform models serving diverse student populations. Urban Review, 40(5), 403-419. Google Scholar | Crossref | |
|
Fillmore, L. W. (1990). Latino families and the schools. California Perspectives, 1(Winter), 30-37. Google Scholar | |
|
Furco, A. (2003). Service-learning: A balanced approach to experiential education. In Jones, S. (Ed.), Introduction to service-learning toolkit: Readings and resources for faculty (12th ed., pp. 11-14). Providence, RI: Campus Compact. Google Scholar | |
|
Gibson, S. (1996). Using culturally relevant approaches to teaching social studies. Canadian Social Studies, 30(Summer), 183-185. Google Scholar | |
|
Giles, D. E., Eyler, J. (1994). The impact of a college community service laboratory on students’ personal, social, and cognitive outcomes. Journal of Adolescence, 17, 327-339. Google Scholar | Crossref | ISI | |
|
Higgins, P. (2009). Into the big wide world: Sustainable experiential education for the 21st century. Journal of Experiential Education, 32, 44-60. Google Scholar | SAGE Journals | |
|
Hyatt, S. B. (2001). From citizen to volunteer: Neoliberal governance and the erasure of poverty. In Maskovsky, J. (Ed.), The new poverty studies: The ethnography of power, politics, and impoverished people in the United States (pp. 201-235). New York: New York University Press. Google Scholar | |
|
Kelly-Jackson, C., Jackson, T. (2011). Meeting their fullest potential: The beliefs and teaching of a culturally relevant science teacher. Creative Education, 2(4), 408-413. doi: 10.4236/ce.2011.24059 Google Scholar | Crossref | |
|
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Google Scholar | SAGE Journals | ISI | |
|
Lee, C. D. (1999). Culturally responsive pedagogy and performance-based assessment. Journal of Negro Education, 67(3), 268-279. Google Scholar | Crossref | |
|
Lee, K., Statham, A. (2010). The impacts of a service-learning experience on preservice mathematics teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 2. Google Scholar | |
|
Lemke, J. (1995). Textual politics: Discourse and social dynamics. Bristol, England: Taylor & Francis. Google Scholar | |
|
Levesque-Bristol, C., Knapp, T. D., Fisher, B. J. (2010). The effectiveness of service-learning: It’s not always what you think. Journal of Experiential Education, 33, 208-224. Google Scholar | Crossref | |
|
Lindlof, T., Taylor, B. (2007). Qualitative communication research methods (3rd ed.). Thousand Oaks, CA: SAGE. Google Scholar | |
|
McClam, T., Diambra, J. F., Burton, B., Fuss, A., Fudge, D. L. (2008). An analysis of a service-learning project: Students’ expectations, concerns, and reflections. Journal of Experiential Education, 30, 236-249. Google Scholar | SAGE Journals | |
|
Molee, L. M., Henry, M. E., Sessa, V. I., McKinney-Prupis, E. R. (2010). Assessing learning in service-learning courses through critical reflection. Journal of Experiential Education, 33, 239-257. Google Scholar | Crossref | |
|
Nagda, B. A., Gurin, P., Lopez, G. E. (2003). Transformative pedagogy for democracy and social justice. Race, Ethnicity & Education, 6(2), 165. Google Scholar | Crossref | |
|
Nance, T. A. (1989). More than just style and delivery: Recasting public speaking courses for African American students. Paper presented at the Annual Meeting of the Speech Communication Association, San Francisco, CA. Google Scholar | |
|
Roberts, J. (2008). From experience to neo-experiential education: Variations on a Theme. Journal of Experiential Education, 31, 19-35. Google Scholar | SAGE Journals | |
|
Rodriguez, A. J. (1998). Strategies for counter resistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 35, 589-622. Google Scholar | Crossref | ISI | |
|
Service-learning Research and Development Center . (2002). Criteria for service-learning course review at UC Berkeley. Berkeley, CA: University of California. Google Scholar | |
|
Soslau, E. G., Yost, D. S. (2007). Urban service-learning: An authentic teaching strategy to deliver a standards-driven curriculum. Journal of Experiential Education, 30, 36-53. Google Scholar | SAGE Journals | |
|
Wyatt, T. J., Peterson, F. L. (2008). Promoting social and health advocacy in the classroom through service-learning. Health Educator, 40, 77-81. Google Scholar | |
|
Yosso, T. J. (2006). Critical race counterstories along the chicana/chicano educational pipeline. New York, NY: Routledge. Google Scholar |
