This qualitative study explored students' perceptions of their experience in a social justice living-learning community throughout their time in the community and one year after participation. Findings illustrated students (1) developed a broader conception of social justice and greater awareness of social justice issues in the community, (2) increased their capacity for social justice and civic engagement, and, (3) established enduring values, which included appreciation for community and increased capacity for social connection. Contemporary higher education leaders continue to deem the development of civic-minded graduates as among the primary goals of postsecondary education (Astin, 1996; Cress, Burack, Giles, Elkins, & Stevens, 2010; Hurtado, Ruiz, & Whang, 2012). Today's undergraduates are poised to engage with their communities in numbers greater than their predecessors in previous generations, believing it is their responsibility to make society better (Kiesa et al., 2007). In 2012, more than two-thirds of postsecondary students reported participation in community service over the past year, despite their overwhelming disillusionment with the United States government and social institutions (Levine & Dean, 2012) Civic engagement lacks a common definition in the literature (Jacoby, 2009), however it typically includes involvement in the community with the purpose of "enhancing students' understanding of civic life" (Cress et al., 2010, p. 4). A growing body of research raised concerns with community service, service-learning, and other forms of civic engagement as reinforcing stereotypes (Dooley & Burant, 2015). These studies urged greater care when designing community involvement opportunities, including attention to students' development and previous experience, meaningful curricular connections, and adequate contextualization and reflection (Dooley & Burant, 2015).
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.