Direct one-on-one interaction with community partners is reported to help students see community members as people rather than stereotypes¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? A community partner reports that direct student access to him lets students get to know him and community members as people rather than stereotypes. → Warren-Gordon 2019

Evidence¶

Warren-Gordon 2019¶

Warren-Gordon, K., Hudson, K., & Scott, F. (2019). Voices of Partnerships Within the Critical Service-Learning Framework. Journal of Community Engagement and Higher Education, 12(2). https://portal.issn.org/resource/ISSN/1934-5283

q1 · i? · qualitative · r1

Autoethnographic narrative from the community partner describing direct email and phone access to students without the instructor as intermediary. Students "get to know me and my community members as people, not just stereotypes." Self-reported perception; no measured attitude change.

"They also get to know me and my community members as people, not just stereotypes. I enjoy working one-on-one with the students and having the opportunity to change someone's ideas regarding living and working in predominately Black communities."

Discussion¶

Related Claims¶

• Building Empathy Improves Intergroup Attitudes — the general claim this finding bears on, with the studies behind it
• Community partners report that co-planning under the CSL model gives them a voice in what the service project will be and how it is implemented — related
• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
• The authors argue that co-establishing the service-learning project with the community partner secures partner buy-in and lasting community value — related
• Committee members hold that driving systems-level change requires actively and directly engaging local communities rather than passively asking for feedback — related
• Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes — related