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Enhancing Underrepresented Students’ Success Through Participation in Community Engagement

  • Geoffrey Maruyama
  • Andrew Furco
  • Wei Song
Chapter

Abstract

In this chapter, the authors investigate the relationships between students’ participation in a multifaceted community-engaged learning program (the Community Engagement Scholars Program—CESP) and their educational success. Using propensity score matching techniques, the authors compared undergraduate students participating in CESP with comparable peers who did not participate. The students who participate in the program progressed more rapidly toward graduation, completing more credits, and were more likely to persist/graduate (93% vs. 83%) after four years. Students from groups underrepresented in postsecondary education completed more credits and, although not significant, had higher persistence/completion (89% vs. 81%) compared with other underrepresented students.

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Geoffrey Maruyama
    • 1
  • Andrew Furco
    • 2
  • Wei Song
    • 1
  1. 1.Department of Educational Psychology, University of MinnesotaMinneapolisUSA
  2. 2.Department of Organizational Leadership, Policy, and DevelopmentUniversity of MinnesotaMinneapolisUSA

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