An Active Teaching Approach to Business Management: Gender and Ethnic Service Learning Self-Reflections

Abstract

College business students, as part of a requisite undergraduate business management course, were assigned a service learning project.  A component of the service-learning project was to teach business and management related curriculum to at-risk high school students. 

The undergraduate students, consisting of gender and ethnic mixes were then assessed in their perceptions of the following service learning position: leadership to at-risk students, relationships to at-risk students, making a difference to at-risk students, teamwork effectiveness, service learning effectiveness, and role modeling to at-risk students.  A repeated measures ANOVA and factorial ANOVA were used to assess effects.  Significant differences were noted.