Political Consciousness but Not Political Engagement: Results from a Service-Learning Study.

Abstract

How does participation in a service-learning program impact the way students think about politics and political engagement? There are reasons to expect that service-learning can contribute to the development of a political consciousness and the skills necessary for political participation. The author uses participant observation, in-depth interviews, and focus groups to examine how participation in an in-depth service-learning program shapes the ways students think about their service as it relates to politics. Students in this sample clearly develop a deeper sense of political consciousness, but not a deeper level of political engagement. These students feel as though they should be more political in order to make an impact on the issues on which they are working, but they face several obstacles: they do not know how, do not see politics (at least in its current state) as a viable solution, see politics as too divisive, or are too busy with their service and/or school. ********** There has been no shortage of attention paid to questions around potential contributions among the current generation of college students to sustain and improve our democracy. In particular, social scientists have shown a great interest in the effects of community service on the political engagement of students. Depending on where one draws the boundaries on birth points for the generation (as early as 1978 and as late as mid-2000s), anywhere from 80 to 100 million Millennials will be of voting age by the 2016 election (Rankin, 2013). Thus, the sheer size of this age group--which in 2015 overtook Baby Boomers as the largest generation (Fry, 2015)--makes it a significant presence in U.S. politics, and their impact will only continue to grow (Rankin). Young adults are the object of many programmatic attempts to imbue the values and practices upon which a healthy democracy depends. Service-learning has been promoted and widely touted as a means of increasing students' sense of civic responsibility (Astin, Vogelgesang, Ikeda, & Yee, 2000) and the knowledge and skills necessary for involvement in the democratic political process (Hunter & Brisbin, 2000). There has been a surge in service-learning across the board, with (especially students) engaging in such programs in record numbers. At the same time, there has been great concern over the demise of civic life, the lack of engagement in associations, and the decline of political participation (perhaps most notably, Putnam, 2001). Despite the widespread institutionalization of service-learning, there are mixed findings regarding its relationship to political engagement. Colby, Beaumont, Ehrlich, and Comgold (2007) call for more explicit attention to be paid to political learning in colleges and universities if society intends to take full advantage of higher education's opportunities to prepare thoughtful, skilled, and active citizens (p. 41). The process and underlying influences by which politicization does or does not occur as a result of service-learning engagement is an understudied area. This article uses qualitative data to explore how students involved in a long-term service-learning program attach meaning to their service. Of particular interest are the ways in which these students think about their service in relation to a sense of politics and political engagement. Relevant Literatures It is important to understand how young people think about politics and their role in our political system. However, research on the impact of service-learning on political engagement remains inconclusive, with considerable debate about the potential for service-learning to contribute to a healthy democracy (McAdam & Brandt, 2009; Walker, 2002). It is clear that more knowledgeable and informed are more likely to engage in politics and in their communities (Skocpol & Fiorina, 1999; Verba, Schlozman, & Brady, 1995; Yates & Youniss, 1998). …