Is service-learning a pedagogy of belonging?: A critical consideration of the research, practice, and future directions of belongingness and SLCE

Abstract: Belongingness has long been acknowledged in the research literature as a critical element in promoting well-being, thriving, and flourishing in individuals and communities. The Chronicle of Higher Education recently highlighted belonging as an emerging trend in its 2023 Trends Report, and innovative interventions centered on fostering a sense of belonging have emerged as one of the key priorities for institutions of higher education.

Service-learning and community engagement (SLCE) can be understood as pedagogies aimed at fostering a greater sense of belonging to community, yet little research has focused on the potential for SLCE to make a positive impact on students’ sense of belonging (Soria et al., 2019). Some researchers have compellingly argued that, approached without a critical frame, service-learning can function as a “pedagogy of whiteness” (Mitchell, Donahue & Young-Law, 2012) and therefore reinforce the sense that students of color do not, in fact, belong.

The purpose of this interactive Roundtable Topical Discussion is to offer a space for participants to explore critically the relationships between belonging and SLCE and discover insights with the potential to impact research, pedagogy, practice, and policymaking. The conveners of the session will offer a brief review of current research on SLCE and belonging, share a survey of existing belongingness interventions and measures, and then open a conversation about potential questions and ways forward in the study of belongingness and SLCE. The discussion is intended to help participants generate ideas for policy briefs, white papers, or theory-based essays, potentially co-authored by roundtable participants.

Narrative: Keywords: Belongingness, SLCE, Student Outcomes, Pedagogy

Belongingness has long been acknowledged in the research literature as a critical element in promoting well-being, thriving, and flourishing in individuals and communities. The Chronicle of Higher Education recently highlighted a focus on belonging as an emerging trend in its 2023 Trends Report. Lu (2023) writes: “The stakes are high: Research shows that college students who feel that they belong at their institutions get better grades and fare better on persistence, engagement, and mental health.” A sense of belonging has been found to relate to use of campus resources and to buffer students from stress (Baumeister and Leary, 1995). Belonging, however, is not equally attained by all students, with students of color and first-generation students reporting lower belonging on average that white and non-first gen students (Gopalan, 2020). As 72% of surveyed college administrators reported that campus mental has significantly worsened in the last year (Surovell, 2023), interventions centered on fostering a sense of belonging have emerged as a key priority for higher education.

Service-learning and community engagement (SLCE) can be understood as pedagogies aimed at fostering a greater sense of belonging to community. SLCE pedagogies are rooted in creating connections (Eyler & Giles, 1999), forming authentic relationships (Mitchell, 2008), developing a sense of place (Yamamura & Koth, 2018), building community (Boyle-Baise et al., 2001) and embracing shared humanity (Remen, 2000). Indeed, high impact practices such as service-learning have shown to be positively associated with belonging, even when controlling for individual and institutional level variables (Ribera et al., 2017). Despite these apparent connections, little research has focused on the potential for SLCE to make a positive impact on students’ sense of belonging. Soria and colleagues (2019) explain: “The few scholars who have explored the effects of service-learning on students’ sense of belonging have discovered positive effects; however, their studies were limited by small sample sizes (e.g., 16 Hispanic students; Pak, 2018) or limited sample groups (e.g., transfer students; York & Fernandez, 2018).” Some researchers have compellingly argued that, approached without a critical frame, service-learning can function as a “pedagogy of whiteness” (Mitchell, Donahue & Young-Law, 2012) and therefore reinforce the sense that students of color do not, in fact, belong.

The purpose of this interactive Roundtable Topical Discussion is to offer a space for participants to explore critically the relationships between belonging and SLCE and discover insights with the potential to impact research, pedagogy, practice, and policymaking. The conveners of this conversation are SLCE faculty and practitioners from UNC-Chapel Hill and Duke University who have seen great potential and risk related to belonging in their own work with students. Their interest in the format of an open, critical roundtable in particular is informed by their understanding that their identities as cis white males have long positioned them to feel an unquestioned sense of belonging within their institutions and higher education generally while recognizing that many others are not afforded this privilege.

The conveners of the session will offer a brief review of current research on SLCE and belonging, share a survey of existing belongingness interventions and measures, and then open a conversation about potential questions and ways forward in the study of belongingness and SLCE. The discussion is intended to help participants generate ideas for policy briefs, white papers, or theory-based essays, potentially co-authored by roundtable participants.

Addressing students directly, Terrell Strayhorn suggests, “We can’t make you feel a sense of belonging – but we can create the conditions where the likelihood that you will feel a sense of belonging are greatest” (as quoted in Lu, 2023). This Roundtable will provide an opportunity for participants to examine the conditions which are most likely (and least likely) to lead to a sense of belonging and leave with new insights for practice and research on the potential contributions of SLCE to students’ sense of belonging within institutions of higher education and their communities.

References:

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
Boyle-Baise, M., Epler, B., McCoy, W., Paulk, G., Clark, J., Slough, N., & Truelock, C. (2001). Shared Control: Community Voices in Multicultural Service Learning. The Educational Forum, 65:4, 344-353
Eyler, J., & Giles Jr., D. E. (1999). Where’s the Learning in Service-Learning? San Francisco, CA: Jossey-Bass.
Gopalan, M., & Brady, S. T. (2020). College Students’ Sense of Belonging: A National Perspective. Educational Researcher, 49(2), 134–137.
Lu, Adrienne. (Feb. 13, 2023). Everyone is talking about ‘Belonging’: What does it really mean? Chronicle of Higher Education.
Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14, 50-65.
Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012) Service Learning as a Pedagogy of Whiteness. Equity & Excellence in Education, 45:4, 612-629.
Pak, C-S. (2018). Linking service-learning with sense of belonging: A culturally relevant pedagogy for heritage students of Spanish. Journal of Hispanic Higher Education, 17(1), 76–95.
Remen, R. N. (2000). Belonging. In R. Remen (Ed.), My grandfather's blessings: Stories of strength, refuge, and blessings. New York, NY: Riverhead Books.
Ribera, A.K., Miller, A.L., & Dumford, A.D. (2017). Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices. Journal of College Student Development, 58(4), 545-563.
Soria, K. M., Hufnagle, A. S., Lopez-Hurtado, I., & Do, T. (2019). Exploring the differential effects of service-learning on students’ sense of belonging: Does social class matter? International Journal of Research on Service-Learning and Community Engagement, 7(1).
Surovell, Eva. (Jan. 18, 2023). Colleges are investing in student mental health. But ‘There’s still a long way to go,’ survey finds. Chronicle of Higher Education.
Yamamura, E. K., & Koth, K. (2018). Place-based community engagement in higher education: A strategy to transform universities and communities. Sterling, VA: Stylus.
York, T. T., & Fernandez, F. (2018). The positive effects of service-learning on transfer students' sense of belonging: A multi-institutional analysis. Journal of College Student Development, 59(5), 579-597.