Peer mentoring shows a trend toward higher posttest social justice attitudes¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i0 negligible
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students mentored by a SLAM showed a non-significant trend toward higher posttest social justice attitudes (M = 4.06, SD = .54) compared to non-mentored students (M = 3.84, SD = .60), F(1) = 2.80, p = .098. → 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

q3 · i0 · associational · r1

The same MANOVA on CASQ posttest scores found the social justice attitudes subscale did not reach significance. The article reports "a trend for social justice attitudes, F(1), = 2.80, p = .098" with mentored students scoring higher descriptively.

"We also found a trend for social justice attitudes, F(1), = 2.80, p = .098, such that students who received mentoring from a SLAM had higher posttest social justice attitudes (M = 4.06, SD = .54) than did students who received no mentoring support (M = 3.84, SD = .60)"

Discussion¶

Related Claims¶

• Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison — related
• Positive SLAM-student relationship qualities correlate with civic action — related
• Conflict and antagonism with community partners negatively correlate with social justice and diversity attitudes — related
• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related