Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students
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| Title: | Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students |
|---|---|
| Language: | English |
| Authors: | Jake Simms, Alyssa M. Trad, Jules Woolf, Kevin Andrew Richards (ORCID |
| Source: | Quest. 2024 76(2):190-206. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Volunteers, After School Programs, Socialization, Physical Activities, Undergraduate Students, Student Attitudes, Career Choice, Social Emotional Learning, Youth Programs, Poverty, Children, Adolescents, Community Programs, Experiential Learning, Career Development, Interpersonal Relationship |
| DOI: | 10.1080/00336297.2023.2276470 |
| ISSN: | 0033-6297 1543-2750 |
| Abstract: | This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423927 |
| Database: | ERIC |
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| Abstract: | This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. |
|---|---|
| ISSN: | 0033-6297 1543-2750 |
| DOI: | 10.1080/00336297.2023.2276470 |
