Developing Social Justice Outcomes through Service Learning among Sport Management Students
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| Title: | Developing Social Justice Outcomes through Service Learning among Sport Management Students |
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| Language: | English |
| Authors: | Arinze, Nneka (ORCID |
| Source: | Sport Management Education Journal. Apr 2022 16(1):55-65. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/smej/smej-overview.xml |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Athletics, Administration, College Students, Service Learning, Outcomes of Education, Student Attitudes |
| DOI: | 10.1123/smej.2020-0092 |
| ISSN: | 1938-6974 2163-2367 |
| Abstract: | Service learning has been recognized as a high-impact educational practice that promotes students' development of civic engagement and social justice outcomes. However, service-learning courses are not guaranteed to foster social justice outcomes and may perpetuate the very biases and stereotypes that social justice education is designed to counter. In addition, there is a lack of research assessing service-learning courses in sport management that are being used to promote a more critical form of social justice education rather than the mere awareness of social disparities. This article explores the ways in which an intentionally designed social justice service-learning course can potentially lead sport management students toward more equitable perceptions of service relationships. The research team analyzed reflection papers (N = 40) from students who each participated in one semester of the service-learning course across nine consecutive semesters. The following themes emerged from the data: charity-oriented relationship, social justice-oriented relationship, reciprocity, and a critique of paternalism. The findings in this study extend current sport management service-learning research by revealing how a social justice service-learning course can foster a more critical understanding of service through critical discussions, specific readings, critical reflection, and service activities. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1354573 |
| Database: | ERIC |
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| Abstract: | Service learning has been recognized as a high-impact educational practice that promotes students' development of civic engagement and social justice outcomes. However, service-learning courses are not guaranteed to foster social justice outcomes and may perpetuate the very biases and stereotypes that social justice education is designed to counter. In addition, there is a lack of research assessing service-learning courses in sport management that are being used to promote a more critical form of social justice education rather than the mere awareness of social disparities. This article explores the ways in which an intentionally designed social justice service-learning course can potentially lead sport management students toward more equitable perceptions of service relationships. The research team analyzed reflection papers (N = 40) from students who each participated in one semester of the service-learning course across nine consecutive semesters. The following themes emerged from the data: charity-oriented relationship, social justice-oriented relationship, reciprocity, and a critique of paternalism. The findings in this study extend current sport management service-learning research by revealing how a social justice service-learning course can foster a more critical understanding of service through critical discussions, specific readings, critical reflection, and service activities. |
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| ISSN: | 1938-6974 2163-2367 |
| DOI: | 10.1123/smej.2020-0092 |
