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Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community

Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community

Tomesha Manora Farris, Denise Ross, Brandi Fontenot, Gaige Johnson, Margaret Uwayo, Garrett D. Warrilow
Copyright: © 2018 |Pages: 15
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch075
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MLA

Farris, Tomesha Manora, et al. "Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1520-1534. https://doi.org/10.4018/978-1-5225-2584-4.ch075

APA

Farris, T. M., Ross, D., Fontenot, B., Johnson, G., Uwayo, M., & Warrilow, G. D. (2018). Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 1520-1534). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch075

Chicago

Farris, Tomesha Manora, et al. "Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1520-1534. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch075

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Abstract

Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.

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