Service-Learning and Honors Undergraduates: The Effect on Social Dominance Orientation

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Author(s): Stewart, T.

Citation: Stewart, T. (2009). Service-Learning and Honors Undergraduates: The Effect on Social Dominance Orientation. Journal of The First-Year Experience & Students in Transition, 21(2), 65-86.

 

Abstract

Research examining service-learning in honors undergraduate education is scarce, and there have been no empirical studies that examine the effect of service-learning participation on honors undergraduates' social dominance orientation (SDO). The current study aimed to determine whether 119 first-year undergraduate honors students experienced significant changes in their social dominance orientation after completing required service-learning projects in Title 1 elementary schools. Paired-samples t-tests and ANOVA showed no significant changes between the pre- and post-SDO means in general and between gender and ethnic groups. Findings are discussed through a comparison to previous literature. Recommendations for practice and further opportunities for research conclude the article.

 

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