The+impact+of+service-learning+on+first-generation

**The impact of service-learning on first-generation college students and their peers:** **A comparative study** Chrys Gabrich, Professor, Communication Department, Carlow University cgabrich@carlow.edu] Linda Burns, Professor, Sociology Department, Carlow University lmburns@carlow.edu] Melinda Bodick, student, Carlow University mmbodick@live.carlow.edu] Ting-ting Chung, Associate Professor, Carlow University tchung@carlow.edu] Jessica Friedrichs, Director, Service-Learning Center, Carlow University jfriedrichs@carlow.edu] Stephanie Wilsey, Associate Professor, Carlow University sawilsey@carlow.edu]



**Keywords:** First-generation college students, transitioning to college, success, personal growth, increased civic engagement intentions

**Track:** Student development and learning

**Format:** Research paper


 * Date & time: **Friday 3:20-4:30
 * Location: **Salon 2

**Summary:** This large-scale study surveyed 260 college students enrolled in service-learning classes. Nearly 50% of the respondents identified themselves as first-generation college students. Quantitative and qualitative analyses demonstrate that both first-generation college students and their peers report positive outcomes from the service-learning component of the course in academic learning, personal growth, and civic engagement. In addition, the results indicate that the relationship between service-learning and student outcomes is particularly strong for students whose mothers lack a college degree.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Despite the academic and personal challenges that first-generation students experience in college, our findings suggest that their experiences in service- learning courses were remarkably similar to their peers. Specifically, first-generation students reported benefiting from the service-learning experience academically as much as their peers did. They were also comparable to their peers in terms of personal growth and increased civic engagement intentions as a result of service-learning. These findings are somewhat surprising because first-generation students are not the prototypical audience for whom service-learning experience is usually designed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Conversely, first-generation students reported becoming more compassionate towards the people with whom they worked, than their peers. They also differed from their peers in terms of civic engagement outcomes. Although the difference was only marginally significant, first-generation students were slightly more likely to engage in service in the future. First-generation students also differed from their peers in what they valued in helping others. The ability to help others empowered some first-generation students internally, whereas most of their peers expressed satisfaction in filling an external need in the community.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Teachers and administrators can be encouraged that both first-generation students and their peers reported gains in personal growth, civic engagement, and learning from service-learning experiences. Moreover, the value of service-learning for first-generation students is useful in promoting the students' personal growth and engaging students in civic activities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Coles, R. L. (1999). Race-focused service-learning courses: Issues and recommendations. //Michigan Journal of Community Service Learning//, //6//(1), 97-105.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Conley, P. A. & Hamlin, M. L. (2009) Justice-learning: Exploring the efficacy with low-income, first-generation college students. //Michigan Journal of Community Service Learning,// Fall, 47-58.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Dennis, J.M., Phinney, J.S., and Chuateco, L.I. (2005). The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students. //Journal of College Student Development//, //46//(3), 223-236.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Green, A. E. (2001) “But you aren’t white:” Racial perception and service-learning. //Michigan// //Journal of Community Service Learning,// Fall.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">McKay, V. C. & Estrella, J. (2008). First-generation student success: The role of faculty interaction in service-learning courses, //Communication Education, 57// (3), 356-372.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Pascarella, E.T., Wolniak, G. C., Pierson, C. T. & Terenzini, P.T. (2003). Experiences and outcomes of first-generation students in community colleges. //Journal of College Student Development,// 44(3), 420-429.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Terenzini, P.T., Springer, L., Yaeger, P. M, Pascarella, E. T., & Nora, A. (Feb., 1996). First-Generation College Students: Characteristics, Experiences, and Cognitive Development, //Research in Higher Education,// //37//(1), 1-22.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Thayer, P. Retention of students from first generation and low income backgrounds. //Opportunity// //Outlook: The Journal of the Council for Opportunity in Education//, 2-9.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Yeh, T. L. (2010) Service-learning and persistence of low-income, first-generation college students: An exploratory study. //Michigan Journal of Community Service Learning, 16//(2), 50-65.

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