Enduring Influences of Service-Learning on College Students' Identity Development

Abstract

This constructivist study explored service-learning as a contextual influence on identity development and self-authorship. Analysis of data from interviews with 8 participants, each of whom completed an undergraduate service-learning course 2 to 4 years prior to the study, suggested that an enduring influence of service-learning was construction of a more integrated identity evidenced by complexity in thinking about self and relationships with others, an openness to new ideas and experiences, and shifts in future commitments.

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