International service-learning approaches: Factors of social engagement for minority students at a large Mid-Western university

The purpose of the study was to examine the impact of an international service-learning approach on the academic engagement of Hispanic/Mexican-American students at a large mid-western university. The program under investigation was one of many operated within the auspices of a study abroad program in conjunction with an academic unit. Academic service-learning was defined as a pedagogy that intentionally integrates academic learning with relevant community service. As applied to the context of this study, participants were involved in service learning activities that were established to deliver direct service to various community agencies throughout areas of Mexico. Further, participants were expected to learn about, and reflect upon the community for which service was provided, and to understand the connection between the service activity and course learning objectives.;Research questions were (1) what transformational learning processes occur for minority student populations who participate in academic service-learning; and (2) can those processes be linked to behaviors of academic engagement at the university level.;Data were collected through one-on-one interviews and journal entries. Respondents discussed the impact of the experience personally, culturally and academically. The study revealed that the International Service-learning experience not only played a role in the students' social and academic engagement as a minority on a majority Caucasian campus, but also assumptions associated with the value of performing service as a factor in making a difference in the lives of those less fortunate were expanded more than that of prior frames of reference. An implication of the study is that for some minority students international service-learning approaches impact them enough to allow for aggregation towards a level of commitment with regard to utilizing education to change pre-determined personal and familial assumptions concerning the value placed upon educational activities.;The study contributes, among others, to understanding the field of service-learning and the impact of such experiences, particularly for minority populations, who tend to be weakly represented in the literature as the focus of empirical studies. Further, findings are useful to policy makers, administrators, and curricular officials who struggle with thoughts of whether international service-learning approaches are reciprocally beneficial to the institution, the community agency and the student.