Exploring Service-Learning Outcomes and Experiences for Low-Income, First-Generation College Students: A Mixed-Methods Approach

Abstract

This study explored the service-learning experiences of low-income, first-generation college students using a mixed-methods design that drew upon a national longitudinal dataset and in-depth, face-to-face interviews conducted over the course of a year and a half at three institutions in three states. The purpose of this study was to increase understanding of the outcomes related to service-learning participation for low-income, first-generation college students. Findings indicated that participation in service-learning courses was significantly positively related to the development of several academic and affective outcomes related to increased academic success. The presence of divergent findings from the two data streams also indicated particular complexity in measuring development for low-income and first-generation students—a complexity not found in the overall student population. The author discusses specific implications of this study for practitioners, college and university administrators, researchers, and policy makers.