Abstract
The purpose of this chapter is to explore the underrepresentation of undergraduate men in service-learning programs. First, the author offers a conceptual roadmap to better understand hegemonic conceptions of masculinity that lead to a perceived incongruence between appropriate masculine behavior and service. The author makes an argument that those men who subscribe to hegemonic masculinity have much to gain from participation in service-learning courses and programs. Then, drawing on qualitative data, the author explores the motivations of college men who participated in a semester-long service-learning course. Despite prevailing wisdom on campus that service was largely a feminine endeavor, these men described three means of motivation: identity work, structure and accountability, and the social component of service.
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Foste, Z. (2018). Engaging Undergraduate Men in Service-Learning: Exploring Motivations to Serve. In: Mitchell, T., Soria, K. (eds) Educating for Citizenship and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-62971-1_6
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DOI: https://doi.org/10.1007/978-3-319-62971-1_6
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