Changes in College Students' Attitudes and Intentions for Civic Involvement as a Function of Service-Learning Experiences.

Abstract

Service-learning is receiving wide acceptance in higher education as an innovative educational practice that strengthens the acquisition of course concepts while also affecting students' attitudes regarding social problems, community issues, and civic action (Eyler & Giles, 1999; Yates & Youniss, 1996). With this increased interest, the question arises as to how well these educational and personal development goals are being accomplished. Stukas, Clary, and Snyder (1999) organize a review of service-learning research around several major goals, concluding that students who participate in Service-Learning may show increases in Self-Enhancement, Understanding of Self and World, Value-Expression, Career Development, and other matters. They also note that the extent and quality of research supporting positive outcomes in these domains is still limited. The present study tests service-learning's influence on college students' self-reports of such attitudes and self-evaluations. The Civic Attitudes and Skills Questionnaire (CASQ) was used to assess students' self-evaluations. The CASQ yields scores on six scales, developed through factor analysis, and for which reliability and validity evidence has been presented (Moely, Mercer, Ilustre, Miron, & McFarland, 2002). The six scales reflect three of the goals described by Stukas et al. (1999): Interpersonal and Problem-Solving Skills, Political Awareness, and Leadership Skills are aspects of Self-Enhancement; Social Justice Attitudes and Diversity Attitudes are components of Stukas et al.'s Understanding of Self and World; and a scale measuring plans for Civic Action reflects Value-Expression. The CASQ was used in this study to evaluate changes in attitudes over a semester for students who were participating in service-learning through an academic course. A comparison group of students not doing Service-Learning was obtained from either the same courses or from courses attracting students similar to the service-learners in academic discipline and year in college. The Office of Service-learning (OSL) at Tulane University provides a broad range of services to faculty, students, and community partners participating in service-learning. Each OSL program coordinator is responsible for eight to nine courses (total approximately 120 students) per semester. Service-learning is a relatively recent development at this University, with numerous faculty members beginning their first experience with service-learning each semester. Program coordinators consult with faculty members as they develop service-learning courses and work with community agency representatives to plan service activities that will complement the faculty member's course goals while providing a useful service to the agency. The OSL staff members arrange training sessions and on-site orientations, monitor students' service activities throughout the semester, and communicate regularly with students, faculty, and community site representatives, so that any developing difficulties can be handled quickly. To help students make connections between the course and service experiences, the program coordinators organize reflection sessions at the OSL and collaborate with faculty members, upon request, to facilitate classroom reflection sessions. Most program coordinators are recent college graduates who have had extensive experience working in community agencies and are highly committed to the program goals, so that the support level for all constituents is high. Students carry out their service-learning activities for approximately 10 weeks during the semester, spending 2-4 hours each week at the community site. University students in the program are predominately white (see Table 1), from middle and upper-middle class backgrounds, and most sites where they work serve individuals from a low-income African American community. Training sessions, provided early in the semester by OSL staff and community site representatives, help students understand issues such as university-community relationships that may affect their community experiences, and also help them develop specific skills for working in community settings (e. …