Open Journals at the University of Georgia Libraries
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From Community-Based Participatory Research (CBPR) Involving Indigenous Peoples to Indigenous-Led CBPR: It Is More Than Just Drinking Tea
No full textRecent research and social movements (e.g., #IdleNoMore, #NotYourMascots, #EveryChildMatters, #LandBack, #Pretendians) have advanced Indigenous resurgence and self-determination. In this essay we explore the evolution of community-based participatory research (CBPR) involving Indigenous Peoples. Much has changed since Castleden et al. (2012) used “drinking tea” to reveal the material realities of CBPR with Indigenous communities; then and now, it is more than simply a cup of tea. Here, we further scholarly understandings of “drinking tea” through Indigenous and decolonial lenses, as we see rapid shifts toward Indigenous-led CBPR (ILCBPR). Through our own ILCBPR experiences, we share insights into the intersections of relational accountability, data sovereignty and autonomy, cultural relevance in gender-based analysis, the power of ceremony in governance, and for decolonizing time, place, and all our relations in engaged scholarship. We contextualize our essay with examples from our work and offer guiding questions for those—particularly non-Indigenous people—considering CBPR
Development and Validation of Service-Learning Experience Scale
No full textThe growing integration of service-learning into academic content reflects higher education institutions’ efforts to provide an environment that strengthens teaching, learning, and service to the community. This research article documents the development and testing of an instrument that measures service-learning experiences among higher education students in India. Our study involved the voluntary participation of 290 students; data was collected through Google Forms. The resulting scale measures six major aspects of students’ experiences in service-learning projects: curriculum, meaningful service, student learning and reflection, faculty support and involvement, peer support and participation, and accomplishment. The demonstrated scale showed an adequate degree of reliability. The content validity confirmed that positive experience is accounted for by service-learning projects, which is the objective of the instrument. The study will be valuable for faculty members to create effective service-learning courses and help students engage in such activities in an organized manner
Faculty and Student Perceptions of Service-Learning’s Influence on University Student Resilience
No full textResilience—the ability to persist, bounce back, and achieve, despite setbacks or challenges—is an important predictive and protective factor for university students’ personal and academic success. Qualitative research at one large U.S. land-grant university investigated faculty and student perceptions of how and why academic service-learning courses impact student resilience. We used thematic coding and analysis for responses from focus groups of faculty and students with recent service-learning experience. We found five key themes illustrating participants’ perceptions of how service-learning enhances student resilience, including (a) opportunities for community members, peers, and instructors to serve as models of resilience; (b) more authentic and less hierarchical relationships among students and instructors; (c) natural opportunities for overcoming challenges inherent in community-based activities; (d) real-world consequences that increased student motivation to persevere; and (e) reflection activities that further helped students perceive and develop mastery and resilience. Suggestions for practice and future research are offered
Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities
No full textThis article explores innovative pedagogical approaches in a Canadian critical disability studies program, showcasing liberatory pedagogy through praxis. It emphasizes integrating community engagement with academic theory, exemplified by diverse assignments empowering students as social change agents. Assignments include collaboratively developed applied outputs (e.g., comic books, board games), involving community leaders’ lived experiences, and nontraditional capstone projects (e.g., educational materials, community events) fostering advocacy and inclusion. These initiatives challenge academic boundaries, transforming societal attitudes. The article enriches discussions on higher education best practices, urging educators to embrace critical, community-engaged learning opportunities. These initiatives prepare students to navigate and influence disability and societal dynamics. The authors advocate for an educational paradigm as dynamic as society, ensuring students effect tangible, positive change
Examining the Gender Gap in Participation in Employer-Sponsored Retirement Plans: Oaxaca Decomposition
No full textUsing the 2021 National Financial Capability Study (NFCS), this study examines the association between gender-based participation in employer-sponsored retirement plans and financial literacy. It also decomposes the association between gender-based participation in employer-sponsored retirement plans into its explained and unexplained portions using the Oaxaca decomposition. The explained portion measures how much of the gender gap in employer-sponsored, retirement-plan participation is due to the differences in the level of financial literacy. The unexplained portion measures how much of the gender gap in employer-sponsored, retirement-plan participation is due to the difference in the return to financial literacy between men and women. The results show that the explained portion of the gap due to financial literacy is -0.02, and the unexplained portion of the gap due to return to financial literacy is -0.03. The negative explained and unexplained gap due to financial literacy suggests that women have a lower average value of financial literacy and a lower return to financial literacy than men
Utilizing Experiential Learning Techniques in a Financial Planning Program: Allowing Students to Learn from Themselves
No full textWe describe and provide several illustrations of experiential learning activities used in an introductory financial planning class as part of a CFP Board Registered Program. Examples include Awareness and Interview Exercises where students are afforded the opportunity to learn and receive course credit for examining and analyzing financial planning situations directly related to the students. We have found the use of these exercises better prepares students for class, enriches class discussions, and stimulates meaningful conversations between students and family members on the importance of financial planning
A Structured Literature Review on Equity in the Financial Services Profession: Unpacking Gender Barriers and Advancing Women’s Participation Globally
No full textWomen’s involvement and influence in the financial landscape have risen markedly, with a growing share of global wealth now under their control. If current projections prove accurate, women are expected to manage about 55% of the world’s wealth by 2030, fundamentally transforming the financial services and advisory industries. Alongside this shift, a more holistic, solution-focused, advice-oriented approach is emerging—departing from the historically product-centric, male-dominated financial sales industry of the past. Despite this progress, gender equity within financial services remains elusive. Women currently comprise only about 17% of financial advising professionals in Canada and the United States. Research consistently underscores the importance of gender diversity, noting that many female clients prefer advisors who understand their distinct needs. Yet systemic, cultural, and societal barriers continue to limit women’s full participation in the profession. This structured literature review examines these barriers, particularly within the realms of financial advising and planning. It also explores the implications for policymakers, practitioners, and researchers, offering strategies for employers and the broader profession to enhance organizational structures. Emphasis is placed on transparency and the development of policies and procedures that actively integrate a gendered perspective