Service learning has emerged as one of the most popular mechanisms to promote and teach students about civic, moral, and political responsibility in American colleges and universities. This dissertation offers a critical exploration of the potential and limitations that engagement in service activities, and service learning in particular, can offer. The research was designed to explore how individual long-term volunteers attach meaning to their service experience, as well as how these meanings are constructed. In other words, what is the process by which students come to make sense of the volunteer work in which they are engaged? Of particular interest are the potential connections between these constructed meanings and a sense of politics or a sense of social change strategies.;To explore the ways in which volunteers attach meaning to their service experience, I conducted participatory observation, in-depth interviews, and focus groups with a number of college students currently participating in a structured long-term service learning program; along with staff members of this program and of community partner organizations; and a group of comparison volunteers.;This research provides an overview of the relationships, roles, responsibilities, benefits, challenges, and overall structure and design of a long-term service learning program. Participation in a structured service learning program shapes the ways in which students think about their service as it relates to a sense of politics and social change. However, the connection between service and political engagement is often complicated by a lack of political opportunities, a perceived lack of civic skills or political knowledge, and views of politics as divisive and ineffective. This dissertation also contributes to a greater understanding of the ways in which collective identity can develop among student service learners, and how this collective identity may impact their work.
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