NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ889905
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0092-055X
Breaking Ground: Engaging Undergraduates in Social Change through Service Learning
Mobley, Catherine
Teaching Sociology, v35 n2 p125-137 2007
This paper describes a service-learning project designed for an upper-level sociology course in Policy and Social Change. The project, Breaking Ground, had two main goals: to change students' perceptions about persons who are homeless and to increase students' sense of efficacy for engaging in social advocacy. Through Breaking Ground, students formed a partnership with advocates and homeless clients to raise public awareness about homelessness and to organize advocacy and fund-raising events for the agency partner. The research element of the project used pre-tests and post-tests to assess changes in students' beliefs about social justice, self-efficacy, and perceptions of homelessness. When compared to students who took the class, but did not participate in the described service-learning project, Breaking Ground students experienced significant changes in a positive direction in their perceptions of individuals who are homeless. There were also some small changes in student feelings of self-efficacy and opinions on social justice. I explain these results and provide suggestions for implementation of similar projects. (Contains 2 tables and 4 footnotes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A