Negotiating Border Crossing: Influences of Social Identity on Service-Learning Outcomes

Abstract

This article presents the results of a narrative case study exploring the influences of social identity on the outcomes associated with a short-term immersion program focused on HIV/AIDS. Presented in the form of contextual, individual, and shared narratives, results suggest that participants crossed developmental, interpersonal, and cultural borders. Further, these “border crossings” facilitated powerful learning experiences that were inextricably tied to the context of HIV/AIDS. The findings of this study offer implications for educators interested in promoting developmental and civic outcomes through service-learning.