STEM, Sports, and Service-Learning: Exploring Undergraduates' Experiential Learning and Social Consciousness as Summer Program Volunteers

Background: Service-learning has the potential to provide mutual benefits to undergraduate students and the communities with whom they work. However, it may perpetuate stereotypes and participants' sense of superiority over others. Additional research is needed to understand how service-learning experiences can support the development of social justice orientations. Purpose: This study focused on a service-learning program at a private university that was designed to foster community engagement and asset-oriented views of the community. We address the research question: To what extent does an undergraduate service-learning program support community engagement and asset-oriented views of the community among participants? Methodology/Approach: Undergraduate students worked with middle-school youth at a nearby STEM sports summer program. Grounded in place-based community engagement and asset-based community development models, we coded 14 undergraduate students' written reflections and interviews. Findings/Conclusions: Participants reported benefits from the experience, particularly when they shared a language or culture with the youth. Deficit-oriented and blame-based language were present among some individuals, but others recognized broader systemic issues. Implications: This study demonstrates that careful consideration is needed to ensure that service-learning participants are adequately prepared to recognize community assets, engage with diverse individuals, and reflect on their own biases and privileges.