Skip to main content
SpringerLink
Log in

Communities, Change, and Social Justice

Equity-Based Community Engagement and Service-Learning

  • Living reference work entry
  • First Online:
The Palgrave Handbook of Educational Leadership and Management Discourse

Abstract

Connecting schools and colleges with the community through forms of civic engagement and service-learning is a strategy for leveraging learning, developing informed citizen-leaders, and creating locally empowered change. Educationally, outcomes include increased cognitive knowledge and affective skills, and correlate with student retention and graduation rates. Organizationally, teachers and faculty demonstrate increased teaching efficacy and scholarly productivity. Concurrent, partnering community agencies demonstrate increased capacity and outreach effectiveness in assisting vulnerable populations and addressing plaguing social, economic, educational, and environmental issues. However, inattention to sound pedagogical methodologies and ill-construed charity-minded approaches can miseducate students, undermine community assets, and reinforce systemic inequities and stereotypes. This chapter traces historical foundations, terminology, participation rates, research outcomes, high-impact educational practices, and contemporary challenges of community engagement and service-learning including critical reciprocity and solidarity. The chapter concludes by emphasizing the need for equity-based principles in guiding curricular and co-curricular community engagement pedagogy, policies, and programs in helping to realize social justice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Abes, E., Jackson, G., & Jones, S. (2002). Factors that motivate and deter faculty use of service-learning. Michigan Journal of Community Service Learning, 9(1), 5–17.

    Google Scholar 

  • Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529.

    Google Scholar 

  • Astin, A. W. (2016). Are you smart enough? How colleges’ obsession with smartness short-changes students. Sterling, VA: Stylus.

    Google Scholar 

  • Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service-learning affects students. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • Baker-Boosamra, M., Guevara, J., & Balfour, D. L. (2006). From service to solidarity: Evaluation recommendations for international service-learning. Journal of Public Affairs Administration, 12(4), 479–500.

    Google Scholar 

  • Battistoni, R. M. (1997). Service learning and democratic citizenship. Theory Into Practice, 36(3), 150–156.

    Article  Google Scholar 

  • Bowen, H. R. (1977). Investment in learning: The individual and social value of American higher education. Baltimore, MD: The Johns Hopkins University Press.

    Google Scholar 

  • Boyte, H. C. (2008). Against the current: Developing the civic agency of students. Change, 40(3), 8–15.

    Article  Google Scholar 

  • Cogan, J. J. (1999). Civic education in the United States: A brief history. The International Journal of Social Education, 14, 52–64.

    Google Scholar 

  • Colby, A., Beaumont, E., Ehrlich, T., & Corngold, J. (2007). Educating for democracy. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). Educating citizens. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Creative Reaction Lab. (2018). Equity-centered community design field guide. St. Louis, MO (see: https://www.creativereactionlab.com/).

  • Creative Reaction Lab. (2019, September 23). Redesigners for justice: The leaders we need for an equitable future. https://medium.com/equal-space/redesigners-for-justice-the-leaders-we-need-for-an-equitable-future-d3a73459ba60

  • Cress, C. M. (2004). Critical thinking development in service-learning activities: Pedagogical implications for critical being and action. INQUIRY, Critical Thinking and Higher Education, 23(1–2), 87–93.

    Google Scholar 

  • Cress, C. M. (2011). Pedagogical and epistemological approaches to service-learning. In C. M. Cress & D. M. Donahue (Eds.), Democratic dilemmas of teaching service-learning: Curricular strategies for success (pp. 43–54). Sterling, VA: Stylus Press.

    Google Scholar 

  • Cress, C. M., Burack, C., Giles, D. E., Elkins, J., & Stevens, M. C. (2010). A promising connection: Increasing college access and success through civic engagement. Boston, MA: Campus Compact.

    Google Scholar 

  • Cress, C.M., Collier, P.J., & Reitenauer, V.L., & Associates. (2013). Learning through serving: A student guidebook for service-learning and civic engagement across academic disciplines and cultural communities (2nd edition, expanded). Sterling, VA: Stylus.

    Google Scholar 

  • Cress, C. M., & Donahue, D. M. (Eds.). (2011). Democratic dilemmas of teaching service-learning: Curricular strategies for success. Sterling, VA: Stylus.

    Google Scholar 

  • Cress, C. M., Stokamer, S. T., & Kaufman, J. (2015). Community partner guide to campus collaborations: Strategies for becoming a co-educator in civic engagement. Sterling, VA: Stylus.

    Google Scholar 

  • Cress, C. M., Stokamer, S. T., Van Cleave, T., & Kaufman, J. (2021). Faculty Service-Learning Guidebook. Sterling, VA: Stylus.

    Google Scholar 

  • Cress, C.M., Yamashita, M., Duarte R. & Burns, H. (2010). A transnational comparison of service-learning as a tool for leadership development. International Journal of Organizational Analysis, 18(2), 228–244.

    Google Scholar 

  • Dahl, R. A. (1992). The problem of civic competence. The Journal of Democracy, 3(4), 45–59.

    Article  Google Scholar 

  • Daloz Parks, S. (2000). Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith (1st ed.). San Francisco: Jossey Bass.

    Google Scholar 

  • Deresiewicz, W. (2014). Excellent sheep: The miseducation of the American elite and the way to a meaningful life. New York, NY: Free Press.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press.

    Google Scholar 

  • Ehrlich, T. (Ed.). (2000). Civic responsibility and higher education. Westport, CT: Oryx Press.

    Google Scholar 

  • Einfeld, A., & Collins, D. (2008). The relationships between service-learning, social justice, multicultural competence, and civic engagement. The Journal of College Student Development, 49(2), 95–109.

    Article  Google Scholar 

  • Eyler, J., & Giles, D. (1999). Where’s the learning in service-learning. San Francisco: Jossey-Bass.

    Google Scholar 

  • Finley, A. (2012). A brief review of the evidence on civic learning in higher education. Washington, DC: Association of American Colleges and Universities.

    Google Scholar 

  • Foucault, M. (1971). The archaeology of knowledge and the discourses on language (trans: Sheridan Smith, A. M.). New York, NY: Pantheon Books.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum International Publishing Group.

    Google Scholar 

  • Gallini, S. M., & Moely, B. E. (2003). Service-learning and engagement, academic challenge, and retention. Michigan Journal of Community Service Learning, 10(1), 5–14.

    Google Scholar 

  • Galston, W. A. (2001). Political knowledge, political engagement, and civic education. American Review of Political Science, 4, 217–234.

    Article  Google Scholar 

  • Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1(1), 77–85.

    Google Scholar 

  • Gonzales, L. D., & Griffin, K. A. (2020). Supporting faculty during & after COVID-19: Don’t let go of equity. Washington, DC: Aspire Alliance.

    Google Scholar 

  • Gottlieb, K., & Robinson, G. (Eds.). (2002). A practical guide for integrating civic responsibility into the curriculum. Washington, DC: Community College Press.

    Google Scholar 

  • Gray, M. J., Ondaatje, E. H., Fricker, E. D., Jr., & Geschwind, S. A. (2000). Assessing service-learning. Change, 32(2), 30–40.

    Article  Google Scholar 

  • Harkavy, I. (2006). The role of universities in advancing citizenship and social justice in the 21st century. Education, Citizenship, and Social Justice, 1(1), 5–37.

    Article  Google Scholar 

  • Heldman, C. (2011). Solidarity, not charity: Issues of privilege in service-learning. In C. Cress & D. Donahue (Eds.), Democratic dilemmas of teaching service-learning (pp. 33–42). Sterling, VA: Stylus.

    Google Scholar 

  • Howard, J. (1998). Academic service learning: A counter-normative pedagogy. New Directions for Teaching and Learning, 1998(73), 21–29.

    Google Scholar 

  • Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded practices with student outcomes: New evidence from National Surveys. Liberal Education, 98(2), 14–23.

    Google Scholar 

  • Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: A generational portrait. The Center for Information & Research on Civic Learning & Engagement. Medford, MA.

    Google Scholar 

  • Kuh, G. D. (2008). High impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

    Google Scholar 

  • Kutten, S. N. (2020). #AdultingWhileBlack: Encountering in the campus climate and the formation of racialized adult identity among traditional-age college students. Doctoral Dissertation, Portland State University.

    Google Scholar 

  • Largent, L., & Horinek, J. B. (2008). Community colleges and adult service-learners: Evaluating a first-year program to improve implementation. New Directions for Adult and Continuing Education, 2008(118), 37–48.

    Google Scholar 

  • Lewis, T. (2004). Service-learning for social change? Lessons from a liberal arts college. Teaching Sociology, 32(1), 94–108.

    Article  Google Scholar 

  • Loggins, J., Nayve, C. & Plaxton-Moore, S. (2020). How to facilitate an exploration of epistemic justice and community engagement through the power of stories. Campus Compact, National Conference Presentation (On-Line), May 12, 2020.

    Google Scholar 

  • Lupton, R. D. (2015). Charity detox: What charity would look like if we cared about results. New York, NY: HarperCollins.

    Google Scholar 

  • McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education. Boston, MA: Pearson Education.

    Google Scholar 

  • Mitchell, T. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.

    Google Scholar 

  • Mitchell, T., Donahue, D., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45(4), 612–629.

    Article  Google Scholar 

  • Moely, B., Furco, A., & Reed, J. (2008). Charity and social change: The impact of individual preferences on service-learning outcomes. Michigan Journal of Community Service Learning, 15(1), 37–48.

    Google Scholar 

  • Musil, C. M. (2003, Spring). Educating for citizenship. Peer Review, 5(3), 4–8.

    Google Scholar 

  • Perron, S. (2018, December 6). A trilogy of care: What every skilled counselor must know. Association of Certified Bible Counselors. https://biblicalcounseling.com/a-trilogy-of-care-what-every-skilled-counselor-must-know/

  • Plaut, J., Cress, C. M., Ikeda, E., & McGinley, P. (2013). Partnering in tough times: Service-learning for economic vitality. Palo Alto, CA: California Campus Compact.

    Google Scholar 

  • Prentice, M., & Robinson, G. (2010). Improving student learning outcomes with service-learning. Washington, DC: American Association of Community Colleges.

    Google Scholar 

  • Quaye, S. J., Aho, R. E., Jacob, M. E., Domingue, A. D., Guido, F. M., Lange, A. C., Squire, D., & Stewart, D.-L. (2018). A bold vision forward: A framework for the strategic imperative for racial justice and decolonization. ACPA: College Student Educators International.

    Google Scholar 

  • Reese, B. D. (2020, June 18). Diversity and inclusion are not enough. Inside Higher Education. https://www.insidehighered.com/views/2020/06/18/colleges-shouldnt-simply-focus-diversity-and-inclusion-also-attack-systemic-racism

  • Rendón, L. (2014). Sentipensante: Educating for wholeness, social justice, and liberation. Sterling, VA: Stylus.

    Google Scholar 

  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.

    Article  Google Scholar 

  • Salomon-Fernández, Y. (2020, June 9). Can the racial and economic justice movement help advance equity in higher education. Diverse Issues in Higher Education. https://diverseeducation.com/article/180193/

  • Saltmarsh, J. (2005). The civic promise of service learning. Liberal Education, 91(2), 50–55.

    Google Scholar 

  • Sandy, M., & Holland, B. (2006). Different worlds and common ground: Community partner perspectives on campus-community partnerships. Michigan Journal of Community Service Learning, 13(1), 30–43.

    Google Scholar 

  • Stoecker, R., & Tryon, E. (Eds.). (2009). The unheard voices: Community organizations and service-learning. Philadelphia, PA: Temple University Press.

    Google Scholar 

  • Stokamer, S. T. (2011). Pedagogical catalysts of civic competence: The development of a critical epistemological model for community-based learning. Dissertation, Portland State University.

    Google Scholar 

  • Sylvester, D. E. (2011). Student objection to service-learning: A teachable moment about political and community engagement. In C. Cress & D. Donahue (Eds.), Democratic dilemmas of teaching service-learning (pp. 55–58). Sterling: Stylus.

    Google Scholar 

  • Verba, S., Schlozman, K. L., & Brady, H. E. (1995). Voice and equality: Civic voluntarism in American politics. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Vogelgesang, L., & Astin, A. (2000). Comparing the effects of community service and service-learning. Michigan Journal of Community Service Learning, 7(1), 25–34.

    Google Scholar 

  • Walpole, M. (2008). Emerging from the pipeline: African American students, socioeconomic status, and college experiences and outcomes. Research in Higher Education, 49(3), 237–255.

    Article  Google Scholar 

  • Wang, Y., & Jackson, G. (2005). Forms and components of civic involvement. Michigan Journal of Community Service Learning, 12(3), 39–48.

    Google Scholar 

  • Ward, K., & Wolf -Wendel, L. (2000). Community -centered service learning: Moving from doing for to doing with. American Behavioral Scientist, 43, 767–780.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Portland State University, Portland, Oregon, USA

    Christine M. Cress

  2. Pacific University, Forest Grove, Oregon, USA

    Stephanie T. Stokamer

Authors
  1. Christine M. Cress
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stephanie T. Stokamer
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christine M. Cress .

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive licence to Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Cress, C.M., Stokamer, S.T. (2021). Communities, Change, and Social Justice. In: The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_103-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-39666-4_103-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-39666-4

  • Online ISBN: 978-3-030-39666-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation