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Fear and trust in financial institutions: A content analysis
No full textFinancial institutions are pillars of the economy and play an important role in consumers’ daily lives. As such, trust between financial institutions and the consumers they serve is of paramount impor- tance. Using an online survey administered during the COVID-19 pandemic, this paper uses a qualitative content analysis methodology to explore consumer fear and trust in financial institutions. Stemming from fear of loss, three themes emerged: (1) history and experience, (2) perceived unfair practices/lack of knowledge of banking, and (3) general trust issues. Implications for financial institu- tions are presented based on these results
Sense(making) & Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning
Get PDFCritical service learning, as outlined by Mitchell (2008), highlights the importance of shifting from the charity- and project-based model to a social-change model of service learning. Her call for greater attention to social change, redistribution of power, the development of authentic relationships, and, more recently with Latta (2020), futurity as the central strategies to enacting “community-based pedagogy” has received significant attention. However, little research has occurred on how to measure the effectiveness of these components. This reflective article expands upon and calls into question the ways in which critical service learning can be assessed. Utilizing focus groups, we ask the following questions: How do engaged scholar–practitioners operationalize Mitchell’s (2008) three tenets of critical service learning? What are ways to measure the outcomes and impacts of Mitchell’s three tenets of critical service learning
Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth–Scientist Mentoring Interactions
No full textScience mentoring programs are powerful opportunities for youth to develop conceptual knowledge, undertake authentic practices, and have impacts on their science-related identity work. Here, we use design-based research to understand how a university–community partnership expanded upon traditional mentoring structures to facilitate relational equity (DiGiacomo & Gutiérrez, 2016) through distributing expertise and building relationships between participants. We analyzed qualitative data from 2 years of the STEM OUT mentoring program to develop claims about the elements of program design that led to distributed expertise and building relationships. Key findings include the need to design structures that position all participants as having expertise, highlight relationship-building as integral for youth–scientist interactions, and facilitate equitable power dynamics. Our findings are articulated as design principles for other youth–scientist mentoring programs, with the goal of broadening participation in the sciences by redefining not only who participates, but also what counts as science
Cautious Collaboration: Community and University Partnerships in the COVID-19 Era
Get PDFThis national study included a quantitative inquiry regarding the impact of COVID-19 on service-learning from 207 participants representing community partner organizations (n = 145) and higher education institutions (n = 62). Community partners reported a decreased number of students engaged in service-learning after the outbreak of COVID-19. Response patterns emerged between community partners and higher education participant groups. The perceived helpfulness of service-learning for student success and fostering relationships differed statistically among the partner types—higher education participants rated these higher than community partners. Reasons for participating varied among partner types, and community partners identified volunteer procurement among the most helpful support higher education offers beyond service-learning. Changing policies, wearing masks, and virtual communication were cited as main adaptations to COVID-19 but prioritized differently among partners. This study uncovered the emerging and varied perspectives of higher education and community partners regarding service-learning at this significant time in history
Leading Change to Ensure a Better World: College Students’ Participation in Community Service
No full textWe examined whether the effects of community service on college students’ engagement in social change and social generativity are conditional upon students’ demographic characteristics. We used data from the Multi-Institutional Study of Leadership survey, which was administered at 70 four-year campuses in 2018. We used propensity score matching techniques to create a group of 13,981 students who participated in community service and matched them with a group of 13,981 students who did not participate in community service. The results suggest that the effects of community service on students’ engagement in social change are significant and positive regardless of gender, parental education, and disability; however, the effects are not uniform across race/ethnicity or sexual orientation. Similarly, the effects of community engagement on social generativity are significant and positive across parental education and disability, but not uniform across gender, race/ethnicity, and sexual orientation
Developing the SLQAT (Service-Learning Quality Assessment Tool), a Quantitative Instrument to Evaluate Elements Impacting Student Outcomes in Academic Service-Learning Courses
No full textGiven the diversity of settings and courses representing academic service-learning practice, a standardized, quantitative instrument to rate the quality level of course design and implementation is needed to optimize educational outcomes for participating students. This article describes a 5-year, multi-institutional process developing the Service-Learning Quality Assessment Tool (SLQAT), a quantitative diagnostic composed of 28 “essential elements” known to promote positive student outcomes in postsecondary service-learning. We discuss the selection and operational definitions for these elements, the assumptions and decisions behind the development of the instrument, the use of expert feedback to develop baseline weights representing the relative importance of each element’s contribution, the creation of rating levels representing element quality, and the development of protocols for the instrument’s scoring and uses. We also reflect upon the challenges of attempting to create a broadly applicable instrument and share plans for additional piloting as well as recommendations for research and practice
