Service+learning+as+role+expansion-+Using+role+theory+to+understand+service+learning

**Service learning as role expansion: Using role theory to understand service learning** Anne Marie Kinnell, Assistant Professor of Sociology, University of Southern Mississippi [ann.kinnell@usm.edu] Richard Conville, Professor of Communication Studies, University of Southern Mississippi [richard.conville@usm.edu]
 * Keywords: ** Role theory, service learning, partnerships, role boundaries, role expansion


 * Track: ** Theoretical or conceptual frameworks to advance research


 * Format: ** Research paper

**Date & time:** Friday 3:20-4:30 **Location:** Salon 1

Drawing on Turner’s (1990, 2001) discussion of role change, we examine how engaging in service learning requires a quantitative (activities) and qualitative (meanings) change in the roles of all participants. These changes result in role expansion and the overlapping of role boundaries where each role in the system takes on behaviors of the other roles. Indeed, we posit that the more complete the overlap, the more successful the service learning partnership and the more likely that each partner will benefit in reciprocal and equal ways. However, this overlap requires more permeable boundaries between roles rather than the strict maintenance of role boundaries involved in the professionalization of a role. A unique aspect of service learning is that boundary expansion for one role (e.g. faculty member) should not result in a boundary contraction for the alter roles (e.g. student and community partner) as it might if the relationships between the roles were competitive. In fact, service learning can be seen as an example of co-professionalization where roles expand and overlap and boundaries between roles blur.
 * Summary: **

We address the appropriateness of using Role Theory to understand service-learning partnerships using interview data collected in 2005-2006 from faculty, students, and community partners involved in service learning projects in the 2004 calendar year. Each subject was asked to reflect on their expectations of and for service-learning, the preparations that had been done for the service-learning projects, and how the projects were managed. We find that although faculty members were aware of the need for overlap, they more often indicated that they engaged in boundary maintenance behaviors. Community partners, on the other hand, were more likely to indicate either offering or engaging in boundary expansion behaviors. Students, reflecting on their own activities as well as those of the faculty and community partners, reported both boundary maintenance and boundary expansion activities. It is in the tension between boundary maintenance and boundary expansion that the collaboration between partners is often lost.

Sandmann, L. R., Kliewer, B., Kim, J., & Omerikwa, A. (2010). Toward understanding reciprocity in community-university partnerships: An analysis of select theories of power. In Jeff Keshen, Barbara A. Holland, and Barbara E. Moely (eds.) //Research for what: Making engaged scholarship matter//. Charlotte, NC: Information Age Publishing, Inc.
 * References: **

<span style="font-family: 'Arial','sans-serif'; font-size: 17px;">Stoeker, R., Tryon, E., & Hilgendorf, A. (eds). (2009). //The unheard voices: Community organizations and service learning//. Philadelphia, PA: Temple Press.

<span style="font-family: 'Arial','sans-serif'; font-size: 17px;">Turner, R. H. (1990). Role change. //Annual review of sociology//, //16//, 87-110.

<span style="font-family: 'Arial','sans-serif'; font-size: 17px;">Turner, R. H. (2001). Role theory. //Handbook of Sociological Theory,// 233-254, New York, NY: Springer.

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 * Presentation from session on 11/4/11. -Ann Marie Kinnell**

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