Immersive Service-Learning and College Students: Changes in Perception, Consciousness, and Ideology

• In Event: The Power and Possibility of the Co-Curriculum

Abstract

This study uses ethnographic methods to generate an understanding of college students’ experiences participating in an immersive service-learning program located in an urban, high poverty neighborhood. While living in the community, students learned from organizers and participated in activities designed to build relationships that enhanced their understanding of systemic social issues. While participants’ experiences varied based on motivations, their perception of service learning was redefined and their consciousness was raised in a way that forced them to examine their privilege and role in creating social change. Our research has implications for the types of experiences that help students develop an increased sense of awareness and justice that affects their understanding of their personal and professional selves.

Authors

• Kristyn Stewart, Temple University

• Danielle Morris Sutherland, Temple University