NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1150584
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1076-0180
Closing the Gap: Can Service-Learning Enhance Retention, Graduation, and GPAs of Students of Color?
Mungo, Monita Hollis
Michigan Journal of Community Service Learning, v23 n2 p42-52 Spr 2017
The education system is responsible for the choices and chances provided to the students it serves. Although racial disparities continue to impede some students' chance of success in education, service-learning in the classroom context may be the transformative strategy needed to make institutions of higher education the "great equalizers" they ostensibly aspire to be. Using data from an urban, public, Research I institution located in the Midwest region of the United States, this study assessed the use of service-learning in two general education courses as a strategy to increase retention and graduation rates at the institution. Service-learning was found to have a significant effect on student retention, grade point average, and graduation. Students who took either course performed better than their counterparts without service-learning experiences.
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A