Book chapter 2022

Leveraging experiential learning to create inclusive community at predominantly white institutions

SC
Sweet, Castel
 MT
Morgan, Thomas L.
 HJ
Hughes, Jesse
Diverse Pedagogical Approaches to Experiential Learning, Volume II: Multidisciplinary Case Studies, Reflections, and Strategies
Journal · pp. 101-113
Abstract

The University of Dayton (UD) was founded in 1850 as the St. Mary's school for boys, and 70 years later would assume the identity that it maintains today. UD is a Catholic Marianist institution that centers its values of education around faith, service, and community. The UD undergraduate student body consists of approximately 8000 full-time students on average, 79% to 80% of whom identified as white from 2019 to 2020, qualifying the university as a predominantly white institution (PWI). It has been shown that the campus racial climate at a PWI can have significant effects on the overall success and retention of students of color (Hurtado et al., 1999). Students of color that attend PWIs often are faced with structural racism that remains within the institution as a result of not addressing its past indiscretions pertaining to racial exclusivity, along with macro- and microaggressions from members of the university's larger community. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.

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Author Affiliations
Center for Community Engagement, University of Mississippi, University, MS, United States
University of Dayton, Dayton, OH, United States
Biology, University of Dayton, Dayton, OH, United States
Funding & Acknowledgements
No funding information
References 5 References
1 Theory of Experiential Education, (1995)
2 Enacting Diverse Learning Environments Improving the Climate for Racial Ethnic Diversity in Higher Education, (1999)
3 Experiential Learning Experience as the Source of Learning and Development, (1984)
4 Maxwell, Kelly E., IDENTITY MATTERS: Facilitators’ Struggles and Empowered Use of Social Identities in Intergroup Dialogue, Facilitating Intergroup Dialogues: Bridging Differences, Catalyzing Change, pp. 163-177, (2023)
5 Smith, Robin N., Learning as partners: Realising the potential of work-based learning, Journal of Vocational Education and Training, 52, 4, pp. 589-604, (2000)
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