Crossing High Street: Understanding Diversity through Community Service-Learning.
By Susan R. Jones, Kathleen E. Hill. 2001
95 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/fb307f3dcd7d1113b41c3b1fc98e3b67f21c84a9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Susan R. Jones
- Elisa S. Abes
- A. Einfeld
- D. Collins
- J. Conner
- Heather T. Rowan-Kenyon
- Susanne M. Jones
- Elizabeth Niehaus
Citations in the corpus
- Meaning-Making Capacity and the Dynamics of Lesbian College Students' Multiple Dimensions of Identity (2004, background): “…(ACPA & NASPA, 2004), provide particularly effective contexts for exploring differences among dimensions of identity and reflecting on one’s own identity (Jones & Hill, 2001), contributing to the development of self-authorship and a more fully integrated sense of self (Jones & Abes, 2004).”
- Enduring Influences of Service-Learning on College Students' Identity Development (2004, background): “Similar to the earlier study, these relationships were nurtured through a growing sense of efficacy and the development of empathy and compassion (Jones & Hill, 2001).”
- Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students (2010, background): “…to overcome preconceived notions (Baldwin et al., 2007; Barton, 2000; Theriot, 2006), reject social stereotypes (Cooper, 2007; Eyler, Giles, & Braxton, 1997; Hale, 2008), move away from racist views (MyersLipton, 1996), and develop greater empathy and sensitivity (Cooper, 2007; Jones & Hill, 2001).”
- The Relationships Between Service-Learning, Social Justice, Multicultural Competence, and Civic Engagement (2008, methodology): “In contrast to Kendall’s (1990) continuum model of servicelearning, Morton (1995) argued that we should describe the various approaches to servicelearning in terms of paradigms.”
- The Meaning Students Make as Participants in Short-Term Immersion Programs (2012, background): “…learning include academic gains (Eyler & Giles, 1999; Sax & Astin, 1997), increased knowledge of and tolerance for diversity (Eyler & Giles, 1999; Jones & Hill, 2001; Sax & Astin, 1997), personalizing “the other” (Neururer & Rhoads, 1998, p. 323), improved ability to work with others, including…”