Service-learning and political engagement, efficacy, and apathy: A case study at Sam Houston State University

Abstract

Given the decline in political engagement among the electorate, especially among youth, there has been an effort to increase engagement through service-learning courses at both the high school and college levels. The research that exists regarding the effects of these courses on students is mixed. Some studies show that students become more civically engaged and increase their political efficacy, but these effects are found in courses tied specifically to politics. Other studies involving courses from other disciplines show no effect. Using a longitudinal study gathered at two points in time (when students enter their college career and are graduating), I show that students who take a service-learning course are more likely to engage politically (especially online) and report significantly higher levels of political efficacy. These results hold for students overall regardless of the subject of the course.

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“…Strategies that assist learners to develop knowledge and build awareness are inclusive to reflective and critical thinking exercises [19]. Evans (2015) confirmed service-learning benefits communities, universities, and students. Service-learning courses are increasingly popular in college classrooms across the country [25].…”

“…Adapting to the needs of individual learners and the community may result in successful program outcomes. Evans (2015) confirmed social development, critical thinking, and cultural sensitivity as positive learning outcomes [14]. The evaluation of instructional strategies indicated if the core competencies are being met in the program [33].…”

“…While qualitative data on servicelearning are available, quantitative data are limited. The literature supports positive outcomes outweigh the negative outcomes in service-learning [1,8,14,36]. Phenomenology is used as a common research design in nursing education [30,34].…”

“…Besides the benefits of experiencing real life situations and gaining knowledge, CSL fosters students' development of critical thinking skills [3] and social responsibility [14].…”

Facilitating youth development through service-learning: Social justice implications for underserved youth

“…general, academic, political) stemming from service-learning participation could also empower youth to advocate for themselves by teaching them what appropriate recourse is available should they ever feel marginalized in any way. For instance, political efficacy, or the belief that one can bring about change through individual or collective political action (Watts et al, 2011), is one of the many positive outcomes associated with service-learning (Evans, 2015; Pasek et al, 2008). Political efficacy is also positively associated with increased civic engagement in marginalized youth (Hope and Jagers, 2014).…”