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Enhancing Underrepresented Students’ Success Through Participation in Community Engagement

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Educating for Citizenship and Social Justice

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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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Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA

    Geoffrey Maruyama & Wei Song

  2. Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA

    Andrew Furco

Authors
  1. Geoffrey Maruyama
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  2. Andrew Furco
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  3. Wei Song
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Editor information

Editors and Affiliations

  1. College of Education and Human Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

    Tania D. Mitchell

  2. University of Minnesota, Minneapolis, Minnesota, USA

    Krista M. Soria

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Maruyama, G., Furco, A., Song, W. (2018). Enhancing Underrepresented Students’ Success Through Participation in Community Engagement. In: Mitchell, T., Soria, K. (eds) Educating for Citizenship and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-62971-1_16

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  • DOI: https://doi.org/10.1007/978-3-319-62971-1_16

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-62970-4

  • Online ISBN: 978-3-319-62971-1

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