Department of Educational Administration
Date of this Version
1-2017
Citation
Journal of College Student Development, Volume 58, Number 1, January 2017, pp. 53-70. doi:10.1353/csd.2017.0003
Abstract
Drawing from the theory of academic momentum, the purpose of this study is to explore the relationship between what happens before, during, and after an alternative break (AB) experience and students’ reported gains in diversity and social justice orientations 1 year after their AB. Findings point to the importance of considering how these types of programs are structured and implemented, not just whether or not students participate, and of encouraging continued engagement after an AB experience.
COinS
Comments
Published by Johns Hopkins University Press. Used by permission.