Exploration of diversity is associated with all civic competence outcomes in community-based learning courses¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i2 medium
Currency · newest study 2013 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶

q2 i2 Exploration of diversity was one of the two practices most strongly related to civic competence (r = .552), second to a syllabus clearly connecting service work to course content (r = .569); the article reports that the exploration of diversity significantly enhances all civic competence outcomes, though the analysis is correlational (cross tabulations and Pearson correlations) and does not establish causation. → Stokamer 2013

Evidence¶

Stokamer 2013¶

Stokamer, S. (2013). Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. Journal of Higher Education Outreach and Engagement, 17(1). https://www.proquest.com/docview/3468983

q2 · i2 · associational · r1

Correlational analysis (cross tabulations and Pearson correlation) of instructional items against outcome mean scores in the 10,974-student survey dataset. The article reports "exploration of diversity (r = .552)" among the strongest pedagogical relationships, and states diversity "significantly enhances all civic competence outcomes" — an association, not a tested causal effect.

"The pedagogical practices with the strongest relationships to civic competence were exploration of diversity (r = .552) and a syllabus that clearly connects service work to course content ( r = .569)."

Discussion¶

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it

Related Claims¶

• Civic competence items cluster into four epistemological components (knowledge, skills, attitudes, actions) in community-based learning course surveys — related
• A specific civic education subject provides valuable knowledge but is insufficient on its own to develop civic competence — related
• Class discussion is widely used among students attaining knowledge outcomes, while race and political topics are underused despite association with civic competence — related
• A syllabus that clearly connects service work to course content shows the strongest relationship with civic competence outcomes — related
• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
• Conflict and antagonism with community partners negatively correlate with social justice and diversity attitudes — related
• Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied — related
• Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes — related
• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related