THE POTENTIAL ROLE OF DOMESTIC CO-CURRICULAR ALTERNATIVE SPRING BREAK (ASB) EXPERIENCES ON PARTICIPANTS’ LATER CIVIC BEHAVIORS AND ATTITUDES

The purpose of this qualitative research study was to better understand the potential role that domestic alternative spring break experiences, as a particular co-curricular service-learning initiative within the larger framework of civic engagement, may have on participants’ later civic behaviors and attitudes. The research question pursued was, “What is the potential role (if any) of the domestic co-curricular alternative spring break (ASB) experience on a participants’ later civic behaviors and attitudes?� The 15 research participants represented seven different institutions. The participants were removed six to nine years from their ASB experience which meant they participated in at least one ASB experience between 2005 and 2011. The interview questions focused on what participants learned about the community, social issues, themselves, and others as a part of their ASB experience. Other questions concentrated on the participants’ current community involvement and community service since the participants graduated three to nine years ago. Break Away’s Active Citizen Continuum was chosen as the conceptual model to guide this research study. The Active Citizen Continuum frames lifelong active citizenship as a developmental process for participants as they progresses from the member phase towards the active citizen phase. The four phases that comprise the Active Citizen Continuum which are (a) member, (b) volunteer, (c) conscientious citizen, and (d) active citizen. In the final phase, called active citizen, the individual chooses to make the community a priority in the values and life choices he or she makes in his or her life. Creswell’s (2007) Recommended Interview Procedures, Yin’s (2009) sources of evidence for data preparation, and Creswell’s (2007) Data Analysis Spiral were utilized to gather and analyze the data. The five themes that emerged from the research were: (a) continued service, (b) performance of ASB (c) personal development gains, (d) relationships, and (e) social justices. Findings from this study suggest that domestic co-curricular ASB trips can play an important role in a participant’s later civic behaviors and attitudes. Future research is needed to continue examining the long-term role that the ASB experience may or may not play in a participants’ civic behaviors and civic attitudes

THE POTENTIAL ROLE OF DOMESTIC CO-CURRICULAR ALTERNATIVE SPRING BREAK (ASB) EXPERIENCES ON PARTICIPANTS’ LATER CIVIC BEHAVIORS AND ATTITUDES

The purpose of this qualitative research study was to better understand the potential role that domestic alternative spring break experiences, as a particular co-curricular service-learning initiative within the larger framework of civic engagement, may have on participants’ later civic behaviors and attitudes. The research question pursued was, “What is the potential role (if any) of the domestic co-curricular alternative spring break (ASB) experience on a participants’ later civic behaviors and attitudes?” The 15 research participants represented seven different institutions. The participants were removed six to nine years from their ASB experience which meant they participated in at least one ASB experience between 2005 and 2011. The interview questions focused on what participants learned about the community, social issues, themselves, and others as a part of their ASB experience. Other questions concentrated on the participants’ current community involvement and community service since the participants graduated three to nine years ago. Break Away’s Active Citizen Continuum was chosen as the conceptual model to guide this research study. The Active Citizen Continuum frames lifelong active citizenship as a developmental process for participants as they progresses from the member phase towards the active citizen phase. The four phases that comprise the Active Citizen Continuum which are (a) member, (b) volunteer, (c) conscientious citizen, and (d) active citizen. In the final phase, called active citizen, the individual chooses to make the community a priority in the values and life choices he or she makes in his or her life. Creswell’s (2007) Recommended Interview Procedures, Yin’s (2009) sources of evidence for data preparation, and Creswell’s (2007) Data Analysis Spiral were utilized to gather and analyze the data. The five themes that emerged from the research were: (a) continued service, (b) performance of ASB (c) personal development gains, (d) relationships, and (e) social justices. Findings from this study suggest that domestic co-curricular ASB trips can play an important role in a participant’s later civic behaviors and attitudes. Future research is needed to continue examining the long-term role that the ASB experience may or may not play in a participants’ civic behaviors and civic attitudes