Engaged Learning as a Pathway towards Supporting Hispanic Students at Urban Universities
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| Title: | Engaged Learning as a Pathway towards Supporting Hispanic Students at Urban Universities |
|---|---|
| Language: | English |
| Authors: | Inmaculada Gómez Soler (ORCID |
| Source: | Urban Education. 2024 59(9):2767-2796. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Learner Engagement, Guided Pathways, Hispanic American Students, Urban Schools, Universities, Nontraditional Students, Teaching Methods, Intervention, Student Projects, Multilingual Materials, School Newspapers, Student Motivation, Time to Degree, Transfer of Training, Skill Development, Sense of Community, School Community Relationship, Minority Group Students, Community Education, Heritage Education, Partnerships in Education, High School Students, College Students |
| Geographic Terms: | Tennessee (Memphis) |
| DOI: | 10.1177/00420859221114074 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442037 |
| Database: | ERIC |
| Abstract: | Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859221114074 |
