Search results

Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements. Analysis reveals that students with low socioeconomic status (SES) demonstrate different learning processes than medium- and high-SES students. Namely, low-SES students were less likely than high-SES students to hold prejudiced attitudes prior to service, and low-SES students emphasized a systemic understanding of food insecurity and poverty, while medium- and high-SES students were much more likely to emphasize an individualist understanding. We discuss the implications of these findings for future research to improve service-learning pedagogy for students of diverse socioeconomic backgrounds.

Since the advent of the all-volunteer force in the 1970s, marriage, parenthood, and family life have become commonplace in the U.S. military among enlisted personnel and officers alike, and military spouses and children now outnumber service members by a ratio of 1.4 to 1. Reviewing data from the government and from academic and nonacademic research, Molly Clever and David R. Segal find several trends that distinguish today's military families. Compared with civilians, for example, service members marry younger and start families earlier. Because of the requirements of their jobs, they move much more frequently than civilians do, and they are often separated from their families for months at a time. And despite steady increases since the 1970s in the percentage of women who serve, the armed forces are still overwhelmingly male, meaning that the majority of military parents are fathers.

Despite these distinguishing trends, Clever and Segal's chief finding is that military families cannot be neatly pigeonholed. Instead, they are a strikingly diverse population with diverse needs. Within the military, demographic groups differ in important ways, and the service branches differ from one another as well. Military families themselves come in many forms, including not only the categories familiar from civilian life—two-parent, single-parent, and so on—but also, unique to the military, dual-service families in which both parents are service members. Moreover, military families' needs change over time as they move through personal and military transitions. Thus the best policies and programs to help military families and children are flexible and adaptable rather than rigidly structured.