Engaging undergraduate men in service-learning: Exploring motivations to serve

Abstract

The purpose of this chapter is to explore the underrepresentation of undergraduate men in service-learning programs. First, the author offers a conceptual roadmap to better understand hegemonic conceptions of masculinity that lead to a perceived incongruence between appropriate masculine behavior and service. The author makes an argument that those men who subscribe to hegemonic masculinity have much to gain from participation in service-learning courses and programs. Then, drawing on qualitative data, the author explores the motivations of college men who participated in a semester-long service-learning course. Despite prevailing wisdom on campus that service was largely a feminine endeavor, these men described three means of motivation: identity work, structure and accountability, and the social component of service.