大学往往是许多学生面临种族、民族和性别歧视问题的第一个机会;性别身份;基本自由、人权;权力和特权。涉及这些主题的经验和课程可以解决存在于全球和国家的差异，它们需要批判性思维和自我反省的信息处理过程中涉及的审查问题。研究发现，对于有色人种学生来说，基于社区的学习在提高学生保留率方面尤其重要，尤其是在美国的种族关系方面。根据作者的说法，“种族是美国社会的一项遗产，是社会秩序的基础。它一直是并将继续是描述、规定和规定机会和机会——包括教育机会——的组织要素”(第42页)。芒戈的研究支持了这样一种观点，即服务学习确实有助于留住有色人种的学生，那些参加了一门或多门服务学习课程的学生在毕业时的平均分比那些没有参加服务学习的同学要高。芒戈出人意料地发现，女学生从服务学习中获益最多。进一步,提供经验,帮助学生探索其他的世界观,文化,和生活的经历越来越普遍接受作为高影响实践随后,Niehaus, E, &里维拉m(2015)发现,74%的学生报告说,他们有一个更好的理解来自不同种族/民族的人,40.2%的人报告说,他们有一个更好的理解他们的种族/民族身份与替代打破之前的经历。62.5%的学生表示，他们的另类假期经历对他们对不同种族/民族的认识有显著影响，而34%的学生表示对他们的种族/民族认同有显著影响。本研究的一个最重要的发现是,颜色类似的种族社区志愿服务的学生比其他群体更有可能报告增长他们理解他们的种族/民族身份和在另一种打破经验的影响对他们的种族/民族身份的理解。
澳洲教育学论文代写 性别歧视
College is often the first opportunity many students have to confront issues of racial, ethnic, and gender discrimination; gender identity; basic freedoms, human rights; and power and privilege. Experiences and courses involving these topics can address differences that exist globally and nationally, and they require critical thinking and self-reflection in the processing of the information involved in the examination of the issues. found that for students of color, community-based learning is especially important in enhancing student retention especially in light of race relations in the United States. According to the author, “Race has a legacy in American society that is fundamental to the social order. It has been and continues to be an organizing element that describes, prescribes, and dictates access and opportunity–including educational opportunity” (p. 42). Mungo’s study supported the idea that service-learning does help to retain students of color, and those students who participate in one or more service-learning course have higher GPAs at graduation than their peers who did not participate in service-learning. Mungo unexpectedly found that female students benefited most from service-learning.Further, offering experiences that help students explore other worldviews, cultures, and life experiences is becoming more commonly accepted as a high impact practice Subsequently, Niehaus, E., & Rivera, M. (2015) found that 74% of students reported that they had a better understanding of people from different racial/ethnic groups, and 40.2% reported that they had a better understanding of their racial/ethnic identity as compared to before their Alternative Break experience. 62.5% of students indicated that their Alternative Break experience had a substantial influence on their understanding of people from different racial/ethnic groups, while 34% indicated a substantial influence on their racial/ethnic identity (p. 218). One of the most salient findings of this study was that students of color volunteering in racially similar communities were more likely than all other groups to report both growth in their understanding of their racial/ethnic identity and in the influence of the Alternative Break experience on their understanding of their racial/ethnic identity.
