Abstract
In recent years, civic engagement has increased with college students, which has been recognized by the Carnegie Institute and is the focus of this article. One example is the growth in community service and service-learning programs. This study builds on the work of Clary et al. (1996 and 1998) that examined student motivations for participating in community service projects. The purpose of this paper is to determine who participates in a college community service event, what motivates them to participate, what are the constraints, and what are the benefits of participating. Furthermore, this study adds to the literature and uses a well-tested instrument (Voluntary Function Inventory) to examine student motivation and constraints related to community engagement. Based on the responses of 378 individuals who participated in a community service day at a major university in the Midwest United States, we found that the majority of participants were already involved in community service of some kind and planned to increase their involvement. Consistent with other research, students, women, and individuals who were employed were more likely to participate in these community engagement projects. This paper concludes with a discussion of practical and research implications of student engagement initiatives.
Recommended Citation
Schatteman, Alicia M.
(2014)
"Academics Meets Action: Community Engagement Motivations, Benefits, and Constraints,"
Journal of Community Engagement and Higher Education: Vol. 6:
Iss.
1, Article 5.
Available at:
https://scholars.indianastate.edu/jcehe/vol6/iss1/5
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons