"A Certain Kind of Person": The Development of Social Justice Allies Through Critical Service-Learning

AbstractThis grounded theory study investigated the ways that critical service-learning contributed to the development of social justice allies. Diversity is well researched in higher education settings, providing positive academic, cognitive and personal benefits to students. In spite of this there is extensive literature that suggests that some students from underrepresented groups may experience marginalization or even hostility on the college campus. Concern for the experiences of these students has led to the widespread use of binary language in discussing identity (e.g. dominant and subordinate, White or Black, LGBT or straight, male or female). This language does not adequately address the complexity of identity. Student experiences and identities are more nuanced than some research suggests; any student may have privileges associated with particular dimensions of identity. This study focused on three research questions. First, how do students who take a critical service-learning class develop a greater awareness of the complexity of their social identities and the relative privilege associated with some dimensions of their social identities? Second, how do students who take a critical service-learning class develop attitudes consistent with allies for social justice? And finally, how do students who take a critical service-learning class develop actions consistent with allies for social justice?Participants for this study were drawn from a long-standing critical service-learning program at a large mid-western university. Data were gathered through in-depth, semi-structured interviews and a focus group. The data were analyzed using constructivist grounded theory methodology. The grounded theory that emerged from this study includes five factors which, when present in critical service-learning, can support the development of social justice allies. These five factors include self-understanding, reflexivity, recognizing the validity of multiple perspectives, engaging with diversity, and personal responsibility for changing unjust systems. This grounded theory may inform the design of critical service-learning courses and best practices for the development of social justice ally attitudes and actions.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

EDU Policy and Leadership

Grantor dc:publisher

The Ohio State University

Year dc:date

2013

Author dc:creator

• Guion-Utsler, Judith E.

Contributors dc:contributor

• Jones, Susan R.

• Higher Education
• Social Justice Allies
• Critical Service-Learning
• Social Identities
• Constructivist Grounded Theory
• Diversity
• Intercultural Maturity

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=osu1366192417

OAI identifier oai:identifier

oai:etd.ohiolink.edu:osu1366192417