Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged¶

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

Subclaims¶

q3 i? Service-learners who felt positively about relationships with professors, community partners, and peer mentors reported more intention to be civically engaged in the future, including plans to volunteer and participate in community action. → 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 · i? · associational · r1

The discussion section synthesizes survey and focus group findings, reporting that students described a shift in understanding their own goals and interests. One student noted gaining insight into researching educational inequities; another expressed commitment to continuing service.

"service-learners who felt positively about their relationships with their professors, community partners, and peer mentors reported more intention to be civically engaged in the future, including plans to engage in more volunteer work, to participate in community action programs and services"

Studies bearing on this claim¶

How much do relationships with mentors, professors and community partners matter? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 3 distinct studies (1 associational, 1 qualitative, 1 design), q1–q3, 1 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it
• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Direct one-on-one interaction with community partners is reported to help students see community members as people rather than stereotypes — related
• Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison — a narrower finding that bears on this claim
• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
• Positive SLAM-student relationship qualities correlate with civic action — a narrower finding that bears on this claim
• Conflict and antagonism with community partners negatively correlate with social justice and diversity attitudes — related
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
• Traditional student participation mechanisms in Spain have been shown to be inefficient for promoting civic commitment — related
• Naive hope is negatively related to civic engagement, while existential hope is proposed to be positively associated with it — related
• Mentoring relationships in undergraduate research are highly influential in students' campus connection, retention in their major, and persistence to graduation — related
• When engagement with partners is relatively limited, researchers should be especially thoughtful about how findings translate to action-oriented recommendations — related
• General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related to it — related
• Developing and delivering an integrated CBL/CEL/COIL planetary health course yielded three key lessons on flexibility, structural reform, and equitable partnerships — related
• Peer mentoring shows a trend toward higher posttest social justice 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
• Exploration of diversity is associated with all civic competence outcomes in community-based learning courses — related