Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes.

Abstract

service goals, each of which encourages in partici-pants the development of particular skills, attitudes, behaviors, and dispositions. Keith Morton (1995) and others (Kahne, Westheimer, & Rogers, 2000;Moely &Miron, 2005) have described college students who participate in community service in terms of individual differences in preferred paradigms of service. Those endorsing a Charity paradigm of service focus on offering assis-tance to one or more individuals in an effort to solve immediate problems that individuals may be facing. Students who elect a Social Change paradigm are concerned with producing changes in the larger soci-etal structures that ultimately determine outcomes for groups of individuals in need. College students par-ticipating in service-learning courses often express a stronger preference for the Charity than the Social Change orientation (Bringle, Hatcher, & McIntosh, 2006; Moely & Miron). Morton (1995) proposed that students ’ preferences for a particular service paradigm were important because students would seek out and value service experiences consistent with those preferences. Related findings from social psychology look at the motives for volunteer service that individuals express, as in the work of Clary et al. (1998), who showed that older adults volunteering at a hospital were more satisfied with their service when they received benefits from the

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