Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington

BackgroundThe University of Washington (UW) continues to create opportunities to engage all students in transformational undergraduate educational opportunities, such as study abroad.ObjectiveThis article describes specific efforts to...

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Autor principal:	Holly M. Barker
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2017
Materias:	student-athletes predominantly white institutions (PWI) oceania indigenous epistemologies stereotypes Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/f082cda9320e4d2e99b50a5b0901c1a8
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spelling	oai:doaj.org-article:f082cda9320e4d2e99b50a5b0901c1a82021-12-02T04:24:27ZGlobal-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington2214-999610.1016/j.aogh.2016.11.001https://doaj.org/article/f082cda9320e4d2e99b50a5b0901c1a82017-03-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/225https://doaj.org/toc/2214-9996<p>Background</p><p>The University of Washington (UW) continues to create opportunities to engage all students in transformational undergraduate educational opportunities, such as study abroad.</p><p>Objective</p><p>This article describes specific efforts to increase inclusion for student-athletes in study abroad, particularly for first-generation students, including low-income students of color. Given the overrepresentation of students of color in sports vis-à-vis the larger student body at predominantly white institutions (PWIs), like UW, service-learning in communities beyond campus boundaries provides opportunities to apply international learning to a local context and to create a continuum of learning.</p><p>Methods</p><p>By coupling educational theories from the classroom—particularly theories related to power and privilege—with community-based leadership in local communities, students are better prepared to actively engage in improving their own institutions. During the summers of 2013, 2014, and 2015, the author was the instructor for study abroad courses to French Polynesia with student-athletes. The courses were for 12 days (10 days on the ground and 2 days of flying), the maximum time that football players could be away from required summer workouts. This paper examines student evaluations from the French Polynesia trip in 2015.</p><p>Findings</p><p>Student-athlete evaluations of a study abroad experience underscored: the transformative impact of study abroad to their academic, social, and athletic lives; the benefit of creating family-like relationships outside the confines of their sport; an appreciation for the many forms where indigenous knowledge resides, such as in navigation, dance, fishing, weaving, and cooking; intense feelings of culture shock upon return to the US, even when the trip is short in duration; a desire to engage with the diverse communities in Seattle beyond the scope of the program's structure, and; frustration, particularly for the male student-athletes, about the ways coaches, family, and friends wanted to frame the study abroad experience as a tourist experience in the South Pacific. In this regard, the student-athletes encountered stereotypes from their own communities that framed Oceania as a place for tourism, and student-athletes as uninterested in deep engagement with research and theory–stereotypes that the student-athletes resist.</p><p>Conclusions</p>This paper explains how the findings, coupled with Hartman and Kiely’s theories for global service learning (GSL), lead to recommendations for strengthening the future connections between global and local learning for students.Holly M. BarkerUbiquity Pressarticlestudent-athletespredominantly white institutions (PWI)oceaniaindigenous epistemologiesstereotypesInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 82, Iss 6, Pp 1070-1077 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	student-athletes predominantly white institutions (PWI) oceania indigenous epistemologies stereotypes Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	student-athletes predominantly white institutions (PWI) oceania indigenous epistemologies stereotypes Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 Holly M. Barker Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
description	<p>Background</p><p>The University of Washington (UW) continues to create opportunities to engage all students in transformational undergraduate educational opportunities, such as study abroad.</p><p>Objective</p><p>This article describes specific efforts to increase inclusion for student-athletes in study abroad, particularly for first-generation students, including low-income students of color. Given the overrepresentation of students of color in sports vis-à-vis the larger student body at predominantly white institutions (PWIs), like UW, service-learning in communities beyond campus boundaries provides opportunities to apply international learning to a local context and to create a continuum of learning.</p><p>Methods</p><p>By coupling educational theories from the classroom—particularly theories related to power and privilege—with community-based leadership in local communities, students are better prepared to actively engage in improving their own institutions. During the summers of 2013, 2014, and 2015, the author was the instructor for study abroad courses to French Polynesia with student-athletes. The courses were for 12 days (10 days on the ground and 2 days of flying), the maximum time that football players could be away from required summer workouts. This paper examines student evaluations from the French Polynesia trip in 2015.</p><p>Findings</p><p>Student-athlete evaluations of a study abroad experience underscored: the transformative impact of study abroad to their academic, social, and athletic lives; the benefit of creating family-like relationships outside the confines of their sport; an appreciation for the many forms where indigenous knowledge resides, such as in navigation, dance, fishing, weaving, and cooking; intense feelings of culture shock upon return to the US, even when the trip is short in duration; a desire to engage with the diverse communities in Seattle beyond the scope of the program's structure, and; frustration, particularly for the male student-athletes, about the ways coaches, family, and friends wanted to frame the study abroad experience as a tourist experience in the South Pacific. In this regard, the student-athletes encountered stereotypes from their own communities that framed Oceania as a place for tourism, and student-athletes as uninterested in deep engagement with research and theory–stereotypes that the student-athletes resist.</p><p>Conclusions</p>This paper explains how the findings, coupled with Hartman and Kiely’s theories for global service learning (GSL), lead to recommendations for strengthening the future connections between global and local learning for students.
format	article
author	Holly M. Barker
author_facet	Holly M. Barker
author_sort	Holly M. Barker
title	Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
title_short	Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
title_full	Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
title_fullStr	Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
title_full_unstemmed	Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington
title_sort	global-service learning and student-athletes: a model for enhanced academic inclusion at the university of washington
publisher	Ubiquity Press
publishDate	2017
url	https://doaj.org/article/f082cda9320e4d2e99b50a5b0901c1a8
work_keys_str_mv	AT hollymbarker globalservicelearningandstudentathletesamodelforenhancedacademicinclusionattheuniversityofwashington
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Global-Service Learning and Student-Athletes: A Model for Enhanced Academic Inclusion at the University of Washington

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