Collegiate Service-Learning

Abstract

SUMMARY The present investigation assessed the volunteer motives among male and female college students and examined whether levels of these motives changed after participation in service. First year students (33 in a course with a service-learning experience, 27 in the same course without this component) and upper-class students (n = 25) in upper-level service-learning courses were compared. Results suggested that Values and Understanding motives were most important, and Protective and Social motives were least important across college volunteers. Females rated Values, Understanding, and Self-Esteem motives more important than did males, and service-learning students rated Values and Understanding motives more important than did nonservice-learning students. Values, Protective, and Social motives were predictive of overall satisfaction with the service experience. Results have implications for recruitment, satisfaction, and retention of student volunteers.

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