Introduction to IJRSLCE, 7(1): Pursuing scholarly inquiry to inform and improve community engagement practice in k-12 and higher education

Abstract

Service-learning and community engagement (SLCE) practitioner-scholars are interested in civicmindedness and students' self-efficacy, reciprocal partnerships, and community well-being. Increasingly, scholars are paying attention to diversity, equity, and inclusion in higher education. This issue of the International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) contains articles on those topics and related issues. Articles include an exploration of the community engagement experiences of college students with minoritized sexual and gender identities; an analysis of the servicelearning experiences of Asian immigrant high school students; an examination of teacher preparation for work with persons with intellectual and developmental disabilities; and a discussion of how a host community benefits from international service-learning. Taken together, the articles demonstrate systematic inquiry and critical reflection that could inform and improve community engagement practice in K-12 and higher education.