Open Journals at the University of Georgia Libraries
Not a member yet
2372 research outputs found
Sort by
ESG Perceptions: Investigating Investor Motivations and Characteristics
No full textIntegrating ESG factors into investment strategies is a rapidly growing trend, but less is known about how investors value these ESG factors. The characteristics of investors prioritizing ESG in their decisions remain under-recognized. This study uses the Value-Belief-Norm conceptual framework to investigate the relationship between socially responsible motivation and the perceived importance of ESG when making investment decisions. How financial-related, sociodemographic, human capital, and economic variables correlate with the perceived value of ESG was explored. Analyzing data from the 2021 National Financial Capability Study (NFCS) State-by-State and Investor Survey through cumulative logistic regressions, the findings revealed that socially responsible motivation was significantly and positively linked to the likelihood of assigning greater importance to ESG factors. Variables such as objective and subjective financial knowledge and investment experience in years emerged as significant factors. The segment analysis, which was differentiated based on the presence of socially responsible motivation, further highlighted that financial knowledge and investment experience are significantly associated with the importance placed on ESG factors
Counting on Higher Education: Teaching and Assessing Knowledge and Participation in the 2020 Census
No full textMandated under Article 1, Section 2 of the United States Constitution, the decennial census determines the distribution of power and resources based upon population counts. College students are a hard-to-count population with limited knowledge about why the census matters and how to complete it. Politics and the global health pandemic made the 2020 Census exceptionally challenging. A university’s center for civic engagement and students in a political science class collaborated with local, state, and national partners to develop and implement a campuswide 2020 Census Education and Engagement Program. Assessments of 2020 Census knowledge were administered to almost 2,000 students on a required university-wide Assessment Day. Subsequent data collection indicated knowledge about the 2020 Census is malleable, as evidenced by sizable gains over time as well as a positive relationship between census completion and participation in the 2020 Census Education and Engagement Program
Refugee-Background Youth Workers as Agents of Social Change: Building Bridging Relationships One Story at a Time
No full textIn the context of an established research–practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.- born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other’s unique perspectives and life experiences as well as recognized each other’s shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change
Facilitating a Strategic Community–Academic Partnership to Address Substance Misuse: Three Years of Evaluation and Outcomes
No full textThis article presents the findings of a longitudinal study documenting the progress, challenges, adaptations, and outcomes of a strategic community–academic partnership (S-CAP) to address substance misuse between a local university and a medium-sized county in East-Central Indiana. The article details how the S-CAP built on initial successes to develop new organizational capacities and maximize the productivity of the S-CAP model. It also explores how S-CAP leadership navigated the dynamic environment associated with community coalition work while developing a cohesive sustainability strategy. Notable outcomes produced by the coalition over 3 years include increasing membership to over 500 individuals and more than 30 organizations, assisting with the implementation of community initiatives such as the installation of a naloxone vending machine at a local hospital, and leading collaborative partnerships that have generated over $1.5 million in funding for new addiction services for the county
Feminist Community Engagement Disrupted: Pathways for Boundary Spanning and Engagement During Disruption
No full textFeminist community-engaged scholars and practitioners value deep relationship building with their community partners, which can be challenging during periods of disruption. Increasingly, disruptions occur at multiple levels (e.g., pandemics, civil unrest, community/campus violence, partner staffing and leadership turnover, experiences of illness or dramatic shifts in caregiving responsibilities). During disruptions, engaging partners in deep and meaningful ways requires innovation and creativity. Authors chronicle a multiyear, campuswide interdisciplinary learning community about feminist community engagement disrupted. Authors describe the ways in which feminist community engagement practices informed how the learning community was envisioned and convened and the various learning community stages over time. Throughout, authors share reflections on how meaningful this learning time and space has been and how participation in the learning community has influenced their thinking and practices. Conclusions address lessons learned useful for other boundary-spanning community-engaged scholars and practitioners and those who develop programming to support them
Introduction to the Special Issue on Community-Engaged Scholars, Practitioners, and Boundary Spanners: Identity, Well-Being, and Career Development
No full textIntroductio
The Power of Promotores: Enhancing the Ability of Medical Students to Provide for and Communicate With Underserved Populations
No full textTo increase community health knowledge, the El Paso Health Education and Awareness Team (EP-HEAT) was established at Paul L. Foster School of Medicine. The Medical Student Run Clinic (MSRC) emphasizes community health care access. Promotores de salud (community health workers) increase health care awareness and connect predominantly underserved communities with resources. Surveys were conducted to determine how EP-HEAT and MSRC patients’ communication with promotores affected their access to health care and communication skills. Surveys demonstrated that 91% of EP-HEAT members agreed that working with promotores improved their communication ability. All MSRC patients surveyed stated interacting with promotores helped improve health care communication in various ways
Community Partner Experiences in a Service-Learning Development Program
No full textIn response to continued calls for research centering community perspectives in service-learning and community engagement, this mixed-methods article examines the experiences of community fellows who were a part of a university service-learning development program. The purpose of the program was to train faculty and community partners in service-learning pedagogy and implementation practices. We analyzed self-reported data from 25 community partners over eight cohorts of the program. In the article, we find that community fellows grew their knowledge of service-learning terms and practices. At the same time, they identified logistic and equity challenges in service-learning implementation and partnerships. Amid these experiences, community fellows highlighted the formation of a shared community among all fellows as the strongest outcome of the program. The shared community afforded them space to build meaningful relationships, collectively plan, and problem-solve together as they practiced service-learning