Abstract/Details

The role of university Community Service-Learning partnerships in supporting socio-economically marginalized communities: The case of <i>Nuestras Raices</i>


2009 2009

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Abstract (summary)

Public universities contribute towards advancing social mobility for individuals. However, a discrepancy exists between how universities balance their institutional needs with the burning issues of local communities. Little research has gone into understanding how universities support socio-economically disadvantaged communities. This study, while acknowledging the excellent work done by U.S. universities in various areas, explores ways through which Community Service Learning (CSL) partnerships can help higher education better meet the development needs of under-served local communities, while meeting institutional needs. Literature suggests that universities emphasize their Research and Teaching missions over their Service mission intended for community outreach. In cases where the Service mission is recognized through CSL, universities primarily focus on projects in wealthier communities rather than those in socioeconomically depressed neighborhoods.

This study examines the potential role of CSL partnerships in supporting the socio-economic advancement of marginalized urban communities. It explores the literature related to university CSL partnerships and their contributions to improving and sustaining development in such communities. There is scarce research focusing on CSL models that help achieve community advancement. Although the study uses the U.S. context, the concepts and models explored can be modified to suit similar development needs in less industrialized countries.

Mechanisms to bridge the gap between universities and respective neighborhoods through the creation of development opportunities benefiting both constituencies are highlighted using UMass/Nuestras Raices CSL partnership as a unit of analysis. Research questions include: What key conditions of Nuestras Raices farm model applied by UMass/HPN partnership foster socio-economic advancement among the inner city community members? How can conditions fostering socio-economic advancement be sustained and promoted? A qualitative research method with a case study approach was used in answering these questions.

Findings indicated a Culturally Integrated Model (CIM) of CSL to be effective in fostering and sustaining socio-economic advancement among impoverished communities. Community transformation is possible where a CSL partnership using the CIM provides opportunities benefiting both educational institutions and marginalized neighborhoods. Key conditions identified for fostering effectiveness were reciprocal partnership, participants' efforts and interest, strong leadership and organization, and the farm-site location. Recommendations for future improved practice of university CSL partnerships are suggested.

Indexing (details)


Subject
School administration;
Higher education
Classification
0514: School administration
0745: Higher education
Identifier / keyword
Education; Case of nuestras raices; Community service-learning; Nuestras Raices; Service-learning; Socioeconomically marginalized; Supporting socio-economically marginalized; University community service-learning partnerships
Title
The role of university Community Service-Learning partnerships in supporting socio-economically marginalized communities: The case of <i>Nuestras Raices</i>
Author
Mukimba, Mary Catherine
Number of pages
256
Publication year
2009
Degree date
2009
School code
0118
Source
DAI-A 70/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109190359
Advisor
Rossman, Gretchen B.
Committee member
Gerber, Daniel S.; Githinji, Mwangi wa
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3359152
ProQuest document ID
249940079
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/249940079
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