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Undergraduate Male Engagement in Service-Learning and Socially Responsible Leadership

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dc.contributor.advisor Swan, Amy
dc.contributor.author Wright, Kristen
dc.creator Wright, Kristen
dc.date 2016-04-20
dc.date.accessioned 2016-08-08T19:21:08Z
dc.date.available 2016-08-08T19:21:08Z
dc.identifier.uri https://hdl.handle.net/1920/10312
dc.description.abstract This study was completed in order to gain a better understanding of the way undergraduate male students experience service-learning and how that experience does, or does not, contribute to the development of socially responsible leadership behaviors. The narratives of the individual student experiences and theoretical grounding with Astin’s Inputs, Environments, and Outcomes Model and the Social Change Model as theoretical frameworks, led to promising findings on the relationship between undergraduate male engagement in service and student identity development, understanding of difference, leadership development, and long-term social responsibility. Over the course of the interviews, students shared the experiences they had through service-learning, as well as the barriers they had to overcome to participate in servicelearning courses, which informed the creation of a new model that illustrates the way undergraduate students interact with service-learning.
dc.language.iso en en_US
dc.subject Service-learning en_US
dc.subject Leadership en_US
dc.subject Social responsibility en_US
dc.subject Community service en_US
dc.title Undergraduate Male Engagement in Service-Learning and Socially Responsible Leadership en_US
dc.type Thesis en
thesis.degree.name Master of Arts in Interdisciplinary Studies en_US
thesis.degree.level Master's en
thesis.degree.discipline Interdisciplinary Studies en
thesis.degree.grantor George Mason University en


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