Similar to the assumptions made in service-learning (ACE) literature regarding race and ethnicity, research on service-learning has often assumed a more economically privileged student body engaging with people who are of a lower socioeconomic status than them, particularly when the research has been conducted at four-year universities and colleges. There is a growing body of research, however, that is studying the impacts of service-learning at community and technical colleges, which tend to enroll more students from lower economic classes. Further, in an edition of the Journal of Higher Education Outreach and Engagement, low-income and first-generation students often demonstrate greater growth and perceived benefit from service-learning, often as a result of their lived experiences.
Reflection Questions
