Exploring the Effect of Service Learning Experiences on Students' Servant Leadership and Cultural Sensitivity

Location: Jepson 120
Date: Sat, April 27
Time: 10:50 AM - 11:10 AM

The current immigration issue of naturalized and non-naturalized immigrant child and their families entering the United States since the 70s from different parts of the world creates difficulties and critical issues to the American system in the country. Addressing these issues need training preservice teachers in an appropriate method of instruction to serve this immigrant population. The purpose of this quantitative study is to examine the extent to which servant leadership characteristics and cultural sensitivity are developed through the experience of participating in a university course related service-learning project/class in a Catholic Jesuit institution in higher education.


In the immigration crisis wherein naturalized and non-naturalized immigrant children and their families entering the United States since the 70s, 80s, and 90s still reverberates to the present time. this immigration crisis creates difficulties and critical educational issues to the American educational system. Addressing this issues creates a need to train teachers, staff, and administration in the appropriate pedagogical approach serving this immigrant population in public school systems. The purpose of this quantitative study is to examine the extent to which servant leadership (SL) characteristics and cultural sensitivity (CS) are developed through the experience of participating in a university course-related service-learning project/class in a Catholic Jesuit institution in hi! gher education. The research question in this study is: Do students in a teacher education program develop servant leadership characteristics and cultural sensitivity through the experience of participating in a university course-related service-learning project/class? The study used the Servant Leadership Questionnaire (SLQ) (Barbuto & Wheeler, 2006) instrument to measure SL and the Cultural Sensitivity Assessment Tool (CSAT) (Lopes-Murphy & Murphy, 2016) to measure CS. The study employed pre- and posttests methodology comparing student SL and CS both before and after undergoing a service-learning class and used statistical analysis to better understand the relationship between the independent and dependent variables. Participants in this study were preservice teachers enrolled in a service-learning education class in a teacher education program at a Catholic Jesuit university.

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