Date of Award
5-2025
Document Type
Thesis
First Advisor
Dr. Karen Kochel
Abstract
This study examined the relationship between the quality of community based learning (CBL) experiences and students’ openness to diversity, and the potential moderating effects of student identity. Prior research indicates that CBL can have positive diversity-related outcomes, but other studies show CBL can perpetuate biases and white supremacy. I surveyed 152 University of Richmond undergraduate students who completed a CBL course in Fall 2024. Measures included a modified version of the Service Learning Quality Assessment Tool (SLQAT), the Openness to Diversity and Challenge scale, and demographic information. Results indicate that higher quality CBL is positively associated with openness to diversity, but that this relationship was not moderated by student identity. There was also a significant relationship between sexual minority status and openness to diversity, such that sexual minority students are more open to diversity. These findings indicate that CBL can be a tool for fostering positive diversity-related outcomes, and more research should be focused on translating these findings into practical resources for CBL instructors.
Recommended Citation
Baker, Shea T., "Associations Between Community Based Learning and Openness to Diversity Among UR Undergraduate Students" (2025). Honors Theses. 1793.
https://scholarship.richmond.edu/honors-theses/1793
