Research Mentor(s)
Lee, Ee Lin
Description
I explore the awareness of social privilege revealed in the discourse among international volunteers. I conducted 10 semi-structured face-to-face interviews. The participants were university students who completed international service learning programs in Cambodia and Thailand. I analyzed the data using the grounded theory, specifically the constant comparison method. Findings revealed that international service learning alone proved ineffective in challenging institutionalized, self-mediated, and internalized social privilege. Implications of the study portray the need for universities to invest in follow-up programs that promote the sharing of volunteer experiences, guided critical reflection, and community out-reach based in solidarity. Taken together, this study suggests these actions will maximize the potential of internationally volunteering students to benefit the learning community by reducing social hierarchy.
Document Type
Event
Start Date
15-5-2015 10:00 AM
End Date
15-5-2015 2:00 PM
Department
Communication Studies
Genre/Form
student projects; posters
Subjects – Topical (LCSH)
Voluntarism; Volunteers--Interviews; International education; Experiential learning;
Type
Image
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this documentation for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Language
English
Format
application/pdf
Included in
Social Privilege and International Volunteering
I explore the awareness of social privilege revealed in the discourse among international volunteers. I conducted 10 semi-structured face-to-face interviews. The participants were university students who completed international service learning programs in Cambodia and Thailand. I analyzed the data using the grounded theory, specifically the constant comparison method. Findings revealed that international service learning alone proved ineffective in challenging institutionalized, self-mediated, and internalized social privilege. Implications of the study portray the need for universities to invest in follow-up programs that promote the sharing of volunteer experiences, guided critical reflection, and community out-reach based in solidarity. Taken together, this study suggests these actions will maximize the potential of internationally volunteering students to benefit the learning community by reducing social hierarchy.