Conflict and antagonism with community partners negatively correlate with social justice and diversity attitudes¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Conflict between student and community partner negatively correlated with social justice (r = -.38, p < .01) and diversity (r = -.36, p < .01) attitudes; antagonism negatively correlated with social justice (r = -.41, p < .001) and diversity (r = -.36, p < .01) attitudes. → Harkins 2020

Evidence¶

Harkins 2020¶

Harkins, D. A., Grenier, L. I., Irizarry, C., Robinson, E., Ray, S., & Shea, L.-M. (2020). Building relationships for critical service-learning. Michigan Journal of Community Service Learning, 26(2), 21–38. https://doi.org/10.3998/mjcsloa.3239521.0026.202

q2 · correlational analysis · i3 · r = −.38 and −.41 with social justice attitudes (i3 under r bins), r = −.36 with diversity attitudes (i2) · associational · r1

Correlational analyses of community partner-student NRI-SPV variables against CASQ outcomes across all participants. The article reports that negative relationship qualities specifically undermined social justice and diversity attitudes, while positive qualities correlated with civic action.

"conflict between student and community partner negatively correlated with CASQ social justice (r = -.38, p < .01) and diversity (r = -.36, p < .01) attitudes; antagonism between student and community partner also negatively correlated with CASQ social justice (r = -.41, p < .001) and diversity (r = -.36, p < .01) attitudes"

Discussion¶

One correlational study is recorded. The correlations are moderate to large by r bins (−.36 to −.41) but come from a single sample with no controls reported in the entry, so they do not show that conflict or antagonism lowers these attitudes; the direction could run either way. (Codes corrected 2026-10-05 from q3 i1: a correlational analysis is design tier q2, and |r| ≥ .37 is i3.)

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it

Related Claims¶

• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — possibly the same claim (merge candidate)
• Positive SLAM-student relationship qualities correlate with civic action — related
• Exploration of diversity is associated with all civic competence outcomes in community-based learning courses — related
• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
• Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison — related
• Peer mentoring shows a trend toward higher posttest social justice attitudes — related