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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 0000-0003-3045-6001)
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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  Value: <anid>AN0176985992;qus01apr.24;2024May06.01:59;v2.2.500</anid> <title id="AN0176985992-1">Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students </title> <p>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.</p> <p>Keywords: Social and emotional learning; university-community partnerships; post-secondary education; sport-for-development; career development</p> <hd id="AN0176985992-2">Introduction</hd> <p>Working with and preparing undergraduate students for their future careers is a critical focus within institutions of higher education. During this transformational period of life, many things can influence students' career choices (Beggs et al., [<reflink idref="bib5" id="ref1">5</reflink>]). Such influences can be at the individual level (e.g., changes in personal interests, perspectives, or motivation) but are often influenced by social factors (e.g., meeting new people, family expectations). At the same time, college (i.e., post-secondary or tertiary education) can be a challenging and difficult for young people and it has been suggested that these institutions should be responsible for also supporting emotional growth (Hood et al., [<reflink idref="bib18" id="ref2">18</reflink>]). Social and emotional learning (SEL) is one way to aid this growth (Dyson et al., [<reflink idref="bib14" id="ref3">14</reflink>]). Social and emotional learning is defined as the process in which children and adults develop the knowledge and skills to help them live a more emotionally fulfilled life, both intra and interpersonally (Collaborative for academic, social, and emotional learning [CASEL] [<reflink idref="bib10" id="ref4">10</reflink>]). This includes developing self-identity, accomplishing goals, understanding the emotions of others, maintaining healthy relationships, and making smart and responsible decisions (Cojocaru, [<reflink idref="bib9" id="ref5">9</reflink>]).</p> <p>Most SEL research has focused on the elementary and secondary school contexts (see Cipriano et al., [<reflink idref="bib8" id="ref6">8</reflink>]) with less examining SEL among college students. However, the existing work with undergraduate students suggests that purposely integrating SEL into the university experience can increase academic success, emotional regulation, social awareness, and relationship-building skills (Baumsteiger et al., [<reflink idref="bib3" id="ref7">3</reflink>]). Therefore, developing these SEL skills through practical volunteer work is important for their personal and professional growth by learning how these skills can be transferred to future career environments.</p> <p>Occupational socialization theory (OST) seeks to understand how individuals' thoughts and behaviors are influenced by others and the environments they inhabit personally and professionally throughout their lives (Lawson, [<reflink idref="bib23" id="ref8">23</reflink>]). Previous research on teachers has shown that important socializing agents include parents, friends, teachers, and professors, as well as colleagues, administrators, students, and parents (Richards et al., [<reflink idref="bib33" id="ref9">33</reflink>]). Although the socialization of undergraduate physical education majors has been a focus in the literature for decades, there has been minimal work done to understand how undergraduates in other academic majors are affected during their college years (Richards et al., [<reflink idref="bib31" id="ref10">31</reflink>]). Accordingly, this study applied an OST and SEL lens to a new context to understand the role of socialization on college students from diverse academic disciplines who were united through a physical activity-based sport-for-development program in mentoring youth from communities affected by poverty.</p> <p>Three phases have been described in OST: acculturation, professional socialization, and organizational socialization (Lawson, [<reflink idref="bib24" id="ref11">24</reflink>]; Richards et al., [<reflink idref="bib33" id="ref12">33</reflink>]). Socialization across all phases occurs as a dialectical process in which individuals can exercise their sense of agency to resist the influences of those who attempt to socialize them (Schempp & Graber, [<reflink idref="bib35" id="ref13">35</reflink>]). The third phase, organizational socialization, occurs on the job and in the workplace (Woods et al., [<reflink idref="bib42" id="ref14">42</reflink>]), making it less relevant to the current study. More detailed reviews of this phase can be found elsewhere (e.g., Richards et al., [<reflink idref="bib33" id="ref15">33</reflink>]).</p> <p> <emph>Acculturation</emph> refers to pre-training socialization that takes place before individuals take formal steps in pursuit of a specific career. The acculturation phase has been identified as particularly influential for teachers because young people spend a large amount of time in and around schools (Curtner-Smith, [<reflink idref="bib12" id="ref16">12</reflink>]). Individuals pursuing other careers may not have as well-developed subjective theories, but their experiences do help them form initial ideas of what it means to work in a particular field. Understanding acculturation for other career paths, however, is difficult due to a lack of research (Ayers & Richards, [<reflink idref="bib1" id="ref17">1</reflink>]). Examining the acculturation phase may assist in understanding individuals' perceptions of career choices before entering university, regardless of the degree they choose (Richards et al., [<reflink idref="bib31" id="ref18">31</reflink>]). It is also helpful for understanding post-secondary students' understanding of the career into which they plan to enter, which has implications for their receptivity to professional socialization.</p> <p> <emph>Professional socialization</emph> begins when individuals make a formal commitment to pursue a particular occupation, relates to formal career preparation, and for the participants in this study, coincides with time spent in post-secondary education (Lawson, [<reflink idref="bib24" id="ref19">24</reflink>]). During this phase, students learn best practices needed either for their career of choice or in preparation for their career of choice (e.g., pre-professional programs). Prior perceptions of what working in a particular field means, are often challenged and found to be flawed or incomplete given young people's limited or distanced experience with the technical and sociopolitical aspects of the work (Richards et al., [<reflink idref="bib33" id="ref20">33</reflink>]). In physical education, for example, preservice teachers have often constructed subjective theories around the sports-based, teacher-centered physical education often experienced in schools (Flory, [<reflink idref="bib15" id="ref21">15</reflink>]), which conflicts with teacher education. Scholars have suggested actively discussing students' subjective theories with them so as to help them understand the experiences underlying their beliefs (Richards et al., [<reflink idref="bib33" id="ref22">33</reflink>]).</p> <p>In addition to learning in the classroom, professional socialization often includes opportunities for hands-on learning experiences (e.g., fieldwork, career-related internships; Wilson et al., [<reflink idref="bib40" id="ref23">40</reflink>]) that broadly relate to experiential learning (Kolb & Kolb, [<reflink idref="bib21" id="ref24">21</reflink>]). These experiences are sometimes constructed as part of a formal course experience, as is the case for early field experiences and student teaching (Zeichner, [<reflink idref="bib44" id="ref25">44</reflink>]), but can also operate as co-curricular experiences that occur outside of the bounds of traditional courses (Richards et al., [<reflink idref="bib30" id="ref26">30</reflink>]). Although not related to their formal curricular experiences, such engagement opportunities can inform students' socialization both personally and professionally (Baldwin et al., [<reflink idref="bib2" id="ref27">2</reflink>]). Students' participation in such activities during professional socialization has been connected to broadened career options (Denault et al., [<reflink idref="bib13" id="ref28">13</reflink>]), enhanced learning beyond the classroom (Wilson et al., [<reflink idref="bib40" id="ref29">40</reflink>]), and the development of transferrable (Jackson & Bridgstock, [<reflink idref="bib20" id="ref30">20</reflink>]) and career-related skills (Haski-Leventhal et al., [<reflink idref="bib17" id="ref31">17</reflink>]). Examining experiences in such programs can provide meaningful insights into the experiences that prepare students for and insights into their career preparation and choice that occur outside of the formal university curriculum (Jackson & Bridgstock, [<reflink idref="bib20" id="ref32">20</reflink>]). The influence of programming on their experiences and future career intentions represents the focus of this study.</p> <p>While numerous frameworks for conceptualizing SEL exist, the CASEL ([<reflink idref="bib10" id="ref33">10</reflink>]) offers a framework that has been widely used in schools to enhance children's SEL skills. The CASEL framework includes the five components: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. We aimed to enhance all five components among both youth participants and college volunteers. Embedding SEL into programs and schools has fostered deeper connections, created positive learning environments, and empowered young people to live a more reflective and emotionally intelligent life (Baumsteiger et al., [<reflink idref="bib3" id="ref34">3</reflink>]; Cojocaru, [<reflink idref="bib9" id="ref35">9</reflink>]).</p> <p>Based on previous research examining the implementation of SEL-focused pedagogies in higher education, such programs have the potential to increase social connectedness, empathy, deepen relationships, and enhance emotional intelligence (Schoeps et al., [<reflink idref="bib36" id="ref36">36</reflink>]; Turki et al., [<reflink idref="bib38" id="ref37">38</reflink>]). In other words, similar to research with young people, SEL interventions can help college aged populations regulate their own emotions and navigate challenging situations. This is particularly important during fast-pace and high-stress activities, such as working with young people from communities affected by poverty outside of school spaces (Cojocaru, [<reflink idref="bib9" id="ref38">9</reflink>]; McLure et al., [<reflink idref="bib27" id="ref39">27</reflink>]). Taken together, the professional socialization phase provides a unique opportunity for college students to engage in co-curricular experiences that provide social and career-related skill development (Wilson et al., [<reflink idref="bib40" id="ref40">40</reflink>]). Therefore, the purpose of this study was to understand the influence of participation in a physical activity-based, SEL-focused after-school program as a personal and professional socialization experience for college students. Research questions included: (a) what role did the program play in the professional socialization of college student volunteers? and (b) how did participating in the program that incorporated SEL training influence the personal socialization of college student volunteers?</p> <hd id="AN0176985992-3">Methods</hd> <p>A case study methodology (Yin, [<reflink idref="bib43" id="ref41">43</reflink>]) was adopted to understand university students' socialization and SEL experiences from volunteering in a physical activity-based, SEL-focused youth after-school program. Case study methods are used to gather in-depth information to explore or describe a specific contextual phenomenon using multiple data sources (Baxter & Jack, [<reflink idref="bib4" id="ref42">4</reflink>]). Well-constructed case studies can result in rich, descriptive data from participants (Patton, [<reflink idref="bib29" id="ref43">29</reflink>]). Case studies also occur in a bounded context (Miles et al., [<reflink idref="bib28" id="ref44">28</reflink>]). This study was bounded by time (i.e., the duration of the after-school program), and place (i.e., students minimally participated in an entire semester of the program). This study was designed using a social constructivist epistemological stance to explore the multiple realities and lived experiences of the participants (Patton, [<reflink idref="bib29" id="ref45">29</reflink>]). Accordingly, our use of case study methodology was derived from a constructivist paradigm, which views truth as relative, dependent upon one's perspective (Baxter & Jack, [<reflink idref="bib4" id="ref46">4</reflink>]), and is grounded in the idea that reality is socially constructed. Social constructivism aligns with OST and SEL because social knowledge derives from the personal knowledge and experiences of the learner (Kolb & Kolb, [<reflink idref="bib21" id="ref47">21</reflink>]).</p> <hd id="AN0176985992-4">Participants and setting</hd> <p>Twenty-five undergraduate university students (10 male, 15 female) from a large research-focused university in the Midwest volunteered in the program and provided informed consent to participate in the study. Before the program launched, volunteers completed an application, video interview, and a five-hour orientation conducted over two days. The orientation familiarized the volunteers with the program goals and mission. It also prepared them to work with children and lead activities while facilitating connections. Volunteers were assigned specific roles based on previous experiences, personal preferences, and program needs. The students were enrolled in predominantly physical activity and health-based majors and were classified as freshmen (<emph>n</emph> = 5; 20%), sophomores (<emph>n =</emph> 6; 24%), juniors (<emph>n</emph> = 5; 20%), and seniors (<emph>n</emph> = 9; 36%). The average age of participants was 20.44 years. Table 1 summarizes students' demographics. Pseudonyms were assigned using popular names based on participants' age, gender, and ethnic background.</p> <p>Table 1. Participant demographics.</p> <p> <ephtml> <table><thead><tr><td>Pseudonym</td><td>Age</td><td>Gender</td><td>Race/Ethnicity</td><td>Current degree program</td></tr></thead><tbody><tr><td>Asha*</td><td>20</td><td>Female</td><td>Asian American</td><td>Kinesiology</td></tr><tr><td>Nyeshia</td><td>19</td><td>Female</td><td>African American</td><td>Community Health</td></tr><tr><td>Reggie</td><td>20</td><td>Male</td><td>African American</td><td>Biology</td></tr><tr><td>Bridget*</td><td>21</td><td>Female</td><td>Caucasian</td><td>Kinesiology</td></tr><tr><td>Tejasvi</td><td>19</td><td>Female</td><td>Asian American</td><td>Interdisciplinary Health</td></tr><tr><td>Kelly*</td><td>21</td><td>Female</td><td>Caucasian</td><td>Kinesiology</td></tr><tr><td>Stephen*</td><td>21</td><td>Male</td><td>African American</td><td>Kinesiology</td></tr><tr><td>Nikki</td><td>18</td><td>Female</td><td>Caucasian</td><td>Speech and Hearing</td></tr><tr><td>Aniya</td><td>20</td><td>Female</td><td>Asian American</td><td>Kinesiology</td></tr><tr><td>Mariana</td><td>18</td><td>Female</td><td>Hispanic</td><td>Undeclared</td></tr><tr><td>Camila</td><td>18</td><td>Female</td><td>Hispanic</td><td>Kinesiology</td></tr><tr><td>Nick</td><td>19</td><td>Male</td><td>Hispanic</td><td>Kinesiology</td></tr><tr><td>Naomi</td><td>19</td><td>Female</td><td>Asian American</td><td>Kinesiology</td></tr><tr><td>Jamie</td><td>19</td><td>Female</td><td>African American</td><td>Community Health</td></tr><tr><td>Marcus</td><td>22</td><td>Male</td><td>African American</td><td>Systems Engineering</td></tr><tr><td>Jacob*</td><td>22</td><td>Male</td><td>Caucasian</td><td>Kinesiology</td></tr><tr><td>Erin*</td><td>20</td><td>Female</td><td>Hispanic</td><td>Media and Cinema</td></tr><tr><td>Samuel</td><td>22</td><td>Male</td><td>African American</td><td>Recreation, Sport, and Tourism</td></tr><tr><td>Josiah</td><td>20</td><td>Male</td><td>Caucasian</td><td>Kinesiology</td></tr><tr><td>William</td><td>22</td><td>Male</td><td>African American</td><td>Kinesiology</td></tr><tr><td>Nirav</td><td>20</td><td>Male</td><td>Asian American</td><td>Community Health</td></tr><tr><td>Sophia</td><td>20</td><td>Female</td><td>Hispanic</td><td>Community Health</td></tr><tr><td>Bethany</td><td>22</td><td>Female</td><td>Caucasian</td><td>Kinesiology</td></tr><tr><td>Mike*</td><td>22</td><td>Male</td><td>Hispanic</td><td>Kinesiology</td></tr><tr><td>Linda</td><td>19</td><td>Female</td><td>Asian American</td><td>Recreation, Sport, and Tourism</td></tr></tbody></table> </ephtml> </p> <p>1 Note: * Indicates that student participated in more than one semester of the program.</p> <p>This project involved a university partnership with a local Boys and Girls Club to deliver a physical activity-based, SEL-focused after-school program. The program was specifically designed for youth from communities of poverty between 7 and 16 years of age who were already being served by the club. The program ran for four consecutive semesters, which partly coincided with the COVID-19 pandemic. Thus, at times, the program was delivered while mitigation strategies, such as facemasks and social distancing, were in effect. Participants were spread across the four semesters of programming, and some (<emph>n</emph> = 7) participated in multiple semesters of programming. Depending on the semester, the program ran two to three days per week, with each session lasting approximately 90 minutes. There were around 30 youth participants in the program each semester.</p> <p>The specific co-curricular experiential learning opportunity examined in this study was a sport-for-development program (Lyras & Welty Peachey, [<reflink idref="bib26" id="ref48">26</reflink>]) that aimed to enhance participating youth's s SEL and academic efficacy. Student volunteers, who were unpaid and did not receive university course credit, were involved in implementing program components related to physical, cultural, and educational activities for the youth. Since volunteers were also asked to teach SEL to the children, components of SEL were intentionally embedded into their role as well in an effort to also help them explore their own SEL (Vandervoort, [<reflink idref="bib39" id="ref49">39</reflink>]).</p> <p>Undergraduate student volunteers led the program and were assigned one of four roles (i.e., group leader, station leader, hybrid, behavior management specialist) based on their college major, previous experiences, and preferences. Group leaders oversaw a specific group of youth throughout the program. Station leaders taught lessons at a specified station (i.e., physical activity, cultural, or educational). Hybrid volunteers had different roles each day depending on program needs. Finally, one volunteer served as a behavior management specialist who would rotate through stations, helping manage student issues as they arose (e.g., students not participating, disrupting activities, engaging in disputes with other students).</p> <p>The program was designed using a CASEL framework, but also incorporated activities centered around four Olympic values – Courage, Friendship, Determination, and Equality. These values were promoted and taught through the activities and used as metaphors to assist with the youth's SEL. This SEL focus was blended into physical activity (e.g., tag, soccer, obstacle courses), cultural (e.g., art, dance, music), and educational (e.g., writing, reading, life skills) stations to improve SEL and academic efficacy (Lyras & Welty Peachey, [<reflink idref="bib26" id="ref50">26</reflink>]). At the start of each day of the program, the volunteers completed a two-word check-in, where they wrote down two words to capture their current feelings. This exercise helped volunteers to reflect on how they felt before the program started (Brackett, [<reflink idref="bib6" id="ref51">6</reflink>]), and was used to promote discussion during debriefing session. Following programming, the coordinators and the volunteers met to debrief and journal about the day. These sessions began with the volunteers doing another two-word check-in to capture how they were feeling at the end of the program. After a debriefing discussion about the program, volunteers wrote a journal entry based on a prompt from the coordinators. The journal prompts asked them to reflect on their current feelings, experiences in the program, or connections with volunteers and students. Examples, "set three individual goals that you have for the program," and "what is a difficulty that you have faced during the program, and what strategies did you use to cope and get through it."</p> <p>Working with children can be stressful, particularly in dynamic environments such as those that involve physical activity (Cojocaru, [<reflink idref="bib9" id="ref52">9</reflink>]; Wilson et al., [<reflink idref="bib40" id="ref53">40</reflink>]). Accordingly, volunteers were encouraged to express and reflect on their emotions while thinking more deeply about the program. After having time to individually reflect, volunteers shared their thoughts with the group. Such activities can promote relationships among volunteers and create a more supportive and cohesive environment (Hood et al., [<reflink idref="bib18" id="ref54">18</reflink>]). In turn, this can enhance program delivery, which benefits the children as well. Based on the CASEL framework, prompts such as: "give another volunteer a shout-out," "what is one thing that you are struggling with related to the program?," and "reflect on a relationship you have developed during the program" were used. The debriefs also included explicitly connecting SEL goals and the program's activities, and discussions related to improving program implementation.</p> <hd id="AN0176985992-5">Researcher subjectivity and Positionality</hd> <p>The research team served as participatory observers (Patton, [<reflink idref="bib29" id="ref55">29</reflink>]) who were closely connected to each aspect of the program. This highlights the need for sensitivity toward understanding how the relationships between members of the research team and the participants influenced the research process (Rovegno, [<reflink idref="bib34" id="ref56">34</reflink>]). Two members of the research team who conducted the data analysis also served as program directors who were on-site throughout the entire project. A benefit of this was that participants were likely more open with us because of the trust and relationships that were developed throughout the program (Patton, [<reflink idref="bib29" id="ref57">29</reflink>]). A potential issue with this approach was that our proximity to the program and their experiences could lead to bias and influence how we interpret their statements. To promote a more balanced interpretation, a peer debriefer who was not on-site provided theoretical and conceptual feedback throughout the entirety of the program. Potential biases were addressed by continually documenting our subjectivities in a detailed researcher journal and through discussions of how personal experiences may influence interpretations (Richards & Hemphill, [<reflink idref="bib32" id="ref58">32</reflink>]).</p> <hd id="AN0176985992-6">Data collection procedures</hd> <p>Institutional Review Board approval was received before the program started and data were collected. The data sources included semi-structured interviews (Patton, [<reflink idref="bib29" id="ref59">29</reflink>]) and reflective journaling (Hubbs & Brand, [<reflink idref="bib19" id="ref60">19</reflink>]). Individual, semi-structured interviews were completed with the undergraduate volunteers during the final week of programming in a private location at the Boys and Girls Club. Interviews focused on the participants' motivations for volunteering, their experiences throughout the semester, their own SEL, and how those experiences influenced their overall socialization. Sample interview questions included, "why did you become involved in the program?" and "what were the most difficult challenges you had to deal with throughout the program, and how did you overcome them?" The semi-structured interviews ranged between 25 minutes and 1 hour and were transcribed verbatim yielding over 366 pages of text.</p> <p>Data were also obtained from 27 transcribed volunteer reflective journals that were completed over the course of the program yielding 164 pages of text. Two of the volunteers had participated in multiple program sessions, so both of their journals were included. As described previously, students wrote in their journals when they arrived at the program (i.e., pre-program two-word check-in) and before they left (i.e., post-program two-word check-in, and reflection prompt completed as part of the debriefing session). The reflective journaling benefitted students by helping them recognize, understand, and label their emotions in the moment (Brackett, [<reflink idref="bib6" id="ref61">6</reflink>]), and by having them reflect on the program and their experiences in general (Hood et al., [<reflink idref="bib18" id="ref62">18</reflink>]). Accordingly, these journals served as both a tool for data collection and an integrated and intentional component of the program that became part of the routine for volunteers.</p> <hd id="AN0176985992-7">Data analysis and trustworthiness</hd> <p>Data were analyzed using a collaborative qualitative data analysis method (Richards & Hemphill, [<reflink idref="bib32" id="ref63">32</reflink>]). A team of three completed a six-step analysis process in which two members analyzed the dataset and one member served as a peer debriefer (Patton, [<reflink idref="bib29" id="ref64">29</reflink>]). In step one we organized the data and created an analysis plan. This meeting focused on OST, SEL, and a timeline for the data analysis process. During step two, we conducted open and axial coding to identify patterns in the data. We also wrote memos on generative themes that we discussed during weekly meetings. After multiple rounds of open and axial coding we moved to step three and developed a preliminary codebook to formalize the generative themes. Two team members individually coded the same transcripts to pilot test the codebook in the fourth step. During this step, amendments were made to the codebook based on the data identified in the transcripts or the outcomes from discussions with the peer debriefer. Step five was the final coding process where the pilot-tested codebook was applied to the entire data set using the split coding procedure whereby the dataset was divided into two parts with each being coded by a different analyst. During this time, we continued to engage in weekly meetings to discuss any necessary adjustments. For step six, a thematic structure was developed to represent the results of the study.</p> <p>In the current study, we adopted a criteriological approach to trustworthiness grounded in the work of Lincoln and Guba ([<reflink idref="bib25" id="ref65">25</reflink>]) with the goal of implementing commonly accepted practices to enhance the rigor of the qualitative research design. Specifically, trustworthiness was enhanced by implementing peer debriefing (as described above), research and data triangulation, keeping an audit trail and researcher journal, and searching for negative cases (Richards & Hemphill, [<reflink idref="bib32" id="ref66">32</reflink>]). Research and data triangulation was done through weekly meetings where the data and codebooks were discussed, and amendments made to ensure alignment. An audit trail and researcher journal were used to improve the confirmability of the analysis and to promote transparency (Miles et al., [<reflink idref="bib28" id="ref67">28</reflink>]). Negative cases were sought during the data analysis process and highlighted in the findings that follow (Lincoln & Guba, [<reflink idref="bib25" id="ref68">25</reflink>]).</p> <hd id="AN0176985992-8">Findings</hd> <p>Data analysis resulted in the construction of four themes that describe the experience of the college student volunteers in the after-school program. Two themes related to OST, while the other two contributed to SEL. The themes included: (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) developments in relationships and emotional health. The quotes presented in this section were chosen because they best represent the volunteer's common experiences (Patton, [<reflink idref="bib29" id="ref69">29</reflink>]).</p> <hd id="AN0176985992-9">Career confirmation, refinement, and reevaluation</hd> <p>A key finding was that volunteers found beneficial connections between the experiences and their career preparation, and some identified new career pathways. The volunteers discussed a variety of factors related to the acculturation and professional aspects of their socialization. For some, their role in the program confirmed their career choice, and helped solidify that they were on the right career path. For example, Samuel expressed that his dream is to go back to his hometown and provide resources for children who are struggling. He shared how volunteering confirmed he was on the right path by writing, "working with children in such a similar environment has enhanced my knowledge and once I graduate from college I feel set up for my career" (Journal).</p> <p>In addition to confirming that they were on the right career path, several volunteers suggested that the program increased their confidence in their educational experience. In other words, it helped them to see the value of what they were learning in the classroom. This motivated them to continue to prepare for their career. For instance, Mike, a physical education major, stated:</p> <p>I would see non-PE majors giving a lesson, and see their mistakes, and it helped me say, "okay, that's what I need to do, that's what a professor was referring to ... " it was helpful to see others who haven't learned what I have ... and see how I can build off of that.</p> <p>By working with others in the program, Mike realized the relevance of his educational experience, and that motivated his desire to be a PE teacher and to continue to learn.</p> <p>All the volunteers were enrolled in an undergraduate degree program with aspirations to enter a particular field of work. Participating in the program provided some with confirmation that they were in the right field, but for others, the experience led them to reconsider their choice. For example, the experience opened Bethany's eyes to a new career path in physical education:</p> <p>After my experiences in the program, I decided to switch my path to become a PE teacher. This program provided me with teaching opportunities that involved physical activity and I realized I loved both of those things. I also found myself able to thoroughly enjoy being able to motivate and encourage students in the gymnasium.</p> <p>And Bethany was not alone. Jacob concurred:</p> <p>It made me consider the job of a PE teacher a little bit ... Seeing PE teachers enjoy their job and I feel in today's age, a lot of people don't enjoy their job ... it's pretty easy to find enjoyment and fulfillment, if you are really doing something that matters.</p> <p>For both Bethany and Jacob, due to their observations of PE teacher's growing up, they had not considered physical education as a viable career path, but their experience as a volunteer challenged their previous assumptions and opened this possibility.</p> <p>Other participants discussed the role that the program played in providing new professional socialization experiences that helped to narrow their career focus. Many of the participants were pursuing degrees that shared a similar alignment to the program (e.g., occupational therapy, physical education), but even those pursuing fields beyond kinesiology saw a strong connection between the program and their future jobs. For example, in Reggie's experience the program not only built skills that he felt would help him as a future physician, but it also ignited an interest in working with children. As Reggie explained:</p> <p>Being able to work with kids and work with other people in a group setting, tied into what I want to do when I grow up. I want to become a doctor ... This has really opened a new segue to working with kids and being maybe a pediatric anesthesiologist, too.</p> <p>Importantly, in the case of students such as Reggie's, the program experience did not alter their career path, but instead helped them to see value in working with young people and shifted the context within which they want to work in the future. Overall, participating in the program helped students confirm, refine, and sometimes, reevaluate their future career path.</p> <hd id="AN0176985992-10">Career development</hd> <p>Another key theme was that undergraduate students valued learning information and skills they found to be career-related and transferable skills while through hands-on experience. This is an important outcome because this relevance was perceived despite the diversity in volunteers' backgrounds and career ambitions (e.g., teacher, doctor, physical therapist, engineer). In some cases, the skills developed were directly transferable. For example, Samuel plans to work using sport as a tool for community development and wrote in a journal entry: "I feel like [the program] intertwined with what I want to do once I graduate college" (Journal). In other cases, the skills developed were more universal. Tejasvi explained that the various roles, responsibilities, challenges, and support from peers helped her develop transferable skills that relate to her career goals. She discussed learning patience recognized this as "something I definitely need for my future career in medicine" and adaptability, such that "if one thing doesn't go right, you can always do other things." Nikki elaborated further on learning adaptability, saying:</p> <p>One thing that will help in the future is to be really adaptive with all tasks or things. We have a set schedule every day, but it's never going to go exactly according to plan. There's always someone that's not as engaged or not in a good mood. So, it's trying to find ways to make everyone want to be involved in an activity.</p> <p>The volunteers viewed having to adjust to the complex day-to-day schedules and responsibilities to be a valuable experience that they felt would be transferable in their various future careers. Moreover, they recognized that skills, such as being adaptable, could be applied to very different settings. Sophia has no interest in working with children in the future, but as an aspiring hospital administration remarked:</p> <p>Seeing how this program was run and seeing how things worked, what didn't work with large groups of kids, and how we needed to slowly adjust is something that I feel I could really take away, because the first plan isn't always going to work ... I can probably take this into hospital administration because if a plan isn't being implemented right, I need to quickly come up with a new plan, think outside of the box and find a new solution.</p> <p>The other aspect that the volunteers consistently mentioned was they learned how to work with people from diverse backgrounds. Expectedly, this included working with the children, who come from communities affected by poverty. However, it extended to working with one another and program staff. Though many of the volunteers want to work with children in the future, others do not. Still, volunteering in the program exposed them to different people from diverse backgrounds, with whom they had to coordinate and cooperate to implement programming. Having to learn to work with the children and with one another was highly valued as they saw this as related to their career development. William gave this example:</p> <p>Being able to work in a public program with different races, ethnicities, and different personalities is always important. There's going to be good days, there's going to be bad days, but I feel like this program definitely is a good teaching experience for people that go into health care, or in my opinion, any field that works with the public.</p> <p>In sum, the volunteers' experience influenced how they thought about their career prospects, while also enhancing their career readiness by obtaining transferable skills and practice working in a diverse and challenging environment. This also led to social and emotional benefits.</p> <hd id="AN0176985992-11">Personal and interpersonal development</hd> <p>Volunteers' account of their experience demonstrated personal growth that is directly related to the components of SEL as described in the CASEL ([<reflink idref="bib10" id="ref70">10</reflink>]) framework. Some volunteers mentioned an improved ability to manage their emotions directly (e.g., self-awareness and self-management), while others gave examples related to different aspects of SEL. Aniya's journal entry demonstrates how multiple components of SEL, such as relationship skills, social awareness, and self-awareness are interrelated. She wrote, "I learned how to better care for kids, how to express myself, and how to handle different situations that I've never been in before" (Journal).</p> <p>Likewise, Sophia provided examples of social awareness when writing about how the children in the program helped her personally: "it was just knowing as much as I am there for them, they were also there for me. Maybe I didn't tell them my life story or what's happening, but they helped me in different ways" (Journal). Samuel also talked about how the children and the program enhanced his personal growth, in this case his social awareness:</p> <p>That just to be more optimistic. I had this idea about the children, and I'd think I know about them, but there'd be many things I didn't know. I just try to learn and try to listen to them and see where they're coming from, and it just taught me to be more optimistic and think about more sides than just one.</p> <p>He later illustrated how he had developed his self-awareness by saying, "[the program] helped me develop as a man, develop as a learner and thinker, and not only did I just learn about the kids, but they also taught me a lot about myself as well."</p> <p>Volunteers also expressed that the program allowed them to overcome personal insecurities and that they were much more capable than they previously thought, which demonstrates improved self-management skills. Bethany wrote in her journal that:</p> <p>There have been a couple of instances where I've been put on the spot to have to do something in front of the whole class, and I always get so nervous but while I am doing said thing, I am confident and proud of myself. I've learned I am capable of more things.</p> <p>(Journal)</p> <p>Along the same lines, Nirav said:</p> <p>Something I have learned about myself this semester is that I can handle more than I think I can. Before I was afraid to juggle school with other activities, but now I am involved with three different things outside of school and homework.</p> <p>The opportunity to practice and lead the children helped to develop confidence and improved self-management. For example, Erin talked about how her participation helped her overcome her shyness by revealing, "I'm really quiet and [keep] to myself, but I feel like once we're here ... eventually I knew that it was time for me to open up and grow." Importantly, volunteers recognized that they were developing social and emotional competencies and commented on the transferability of these skills. Stephen said, "I have a better idea of when I'm approaching burn out. It has happened a few times in previous semester, but this year I was able to recognize that feeling was approaching and do something about it." The specific skills and strategies that the volunteers discussed (e.g., managing emotions, stress management strategies, self-motivation, working with others) highlighted evidence of SEL and the interconnections among the five competencies.</p> <hd id="AN0176985992-12">Relationships and emotional health</hd> <p>Relationship skills are one of the five components of the CASEL framework. For the volunteers, the development of relationships with other volunteers, children, and the leadership team influenced their personal socialization through the program and, in turn, their emotional well-being. They not only gained friendships but learned how to develop relationships and cope with the outside stress of school, work, life, and the COVID pandemic. Most of the volunteers were strangers to one another when they signed up for the program. For example, Tejasvi said "I feel like when I came here, I didn't really know anyone. I came in as a volunteer without having a single friend, doing it with me." The program created space and the opportunity for relationships to develop. Jamie affirmed this by saying "friendship was the most representative of my experience with [the program]. Being new as a volunteer wasn't easy but as the program progressed, I was able to make friends and get to know new people."</p> <p>Not only did volunteers talk about their relationships with each other and how that impacted their time during the program, some volunteers even talked about how the people they met here, became friends that they would spend time with outside of the program. William explained that the program introduced him to people he probably wouldn't have met otherwise:</p> <p>I've met people here, students here, that probably never would've even had a conversation with. You definitely get to come here, and you meet different students, different majors. I met a guy here and sometimes now on weekends, we hang out with each other.</p> <p>Nikki elaborated that some people she met could be lifelong friends:</p> <p>I feel like I made a lot of connections with the other volunteers. I always look forward to seeing them here and I've seen them around campus some and I always have a conversation. [Erin] and I have become friends and, we hang out and that's been nice. I think we could be like lifelong friends.</p> <p>Volunteers also developed relationships with the program leaders, and importantly, the children. As Nirav wrote, "I believe the most important value to my experience here is friendship. Since I have made friendships with many of the kids, other volunteers, and the leadership team here" (Journal). Kelly went further and showed just how personal these relationships became, when she shared stories about herself and the children who "would tell me about their background and felt comfortable sharing that with me." The program setting provided an opportunity to develop relationships skills, which was beneficial for their emotional health. This was particularly important during and after the COVID-19 pandemic. Volunteers discussed how the program created a space for them to escape stressors and enjoy being in the moment and experiencing enjoyment with the children and other volunteers. Sophia shared that</p> <p>These moments and growing these connections could help these kids for a lifetime. And I need to put away my little struggles, because they're not as relevant and they're not going to define me. And I could really make a difference. The breaks from schoolwork are what I need to push myself to be better, but also push the younger kids to be better as well.</p> <p>Sophia viewed this break from the stressors of school as necessary to ensure that they are bringing them best selves to the program to not only enhance their experience, but also to ensure that the children are getting the best version of themselves as well. Some volunteers expressed that it was such a break from stressors that it started to feel like home for them. Stephen stated that:</p> <p>This was a good break for me with school and knowing that I'm still with kids is something I really enjoy. It almost brings a sense of home to me. And I'm also learning about myself. If I'm just doing school every day, the same schedule, it gets tiring.</p> <p>Similarly, Reggie wrote, "When I come here, I feel like I'm at another home, because when I come here, no matter what I'm going through with academically, mentally, all that goes away" (Journal). Thus, the program gave volunteers a sense of comfort, even when their outside world was stressful and demanding. Overall, this theme shows that relationships skills were developed, and positive relationships nurtured. Moreover, these relationships and the program were instrumental in helping the volunteers manage outside stress and contribute to their emotional well-being.</p> <hd id="AN0176985992-13">Discussion</hd> <p>The purpose of this study was to understand the influence of participation in a physical activity-based, SEL-focused after-school program as a personal and professional socialization experience for college students. During a transitional period in their life the participants were able to develop new skills, make connections, and better understand their career trajectories.</p> <p>The findings of this study both relate to and contribute to the further development of OST as a theoretical framework that has potential to aid in understanding the recruitment, professional training, and ongoing socialization of professions beyond physical education. While substantive research has contributed to our understanding of physical education teacher socialization (Richards et al., [<reflink idref="bib33" id="ref71">33</reflink>]), much less is known about the socialization of students in other fields, particularly those connected to kinesiology (Richards et al., [<reflink idref="bib31" id="ref72">31</reflink>]). Importantly, for several students in this study, the program was a transformative experience in the sense that it encouraged them to think more critically about their future career choices. Similar to other such programs documented in the literature (e.g., Carson & Raguse, [<reflink idref="bib7" id="ref73">7</reflink>]), this helped them to refine or rule out career choices, or to redirect them toward different careers entirely. Further, it illustrates that, similar to adapted physical education teachers who often experience delayed entry into training programs at the master's level (Wilson & Richards, [<reflink idref="bib41" id="ref74">41</reflink>]), students' changing career aspirations may direct them to different academic majors after beginning their education. This further highlights the need to view socialization as a flexible and adaptable process that is experienced in different ways and at different times (Lawson, [<reflink idref="bib24" id="ref75">24</reflink>]).</p> <p>This outcome is significant given the tension that exists on the purpose of higher education (Labaree, [<reflink idref="bib22" id="ref76">22</reflink>]). Job training and career development are often hailed as of primary importance and serve to be a motivating factor for attending university (Cuellar et al., [<reflink idref="bib11" id="ref77">11</reflink>]). However, not every student entering university has a clear career goal, and as witnessed in this study, co-curricular activities can refine and even change these goals. These activities provide opportunities for college students to explore different environments and learn new things which can broaden career choices (Denault et al., [<reflink idref="bib13" id="ref78">13</reflink>]). Indeed, co-curricular activities can enhance learning during professional socialization in ways that extend beyond what is learned in the classroom (Wilson et al., [<reflink idref="bib40" id="ref79">40</reflink>]). This may be of particular importance to students majoring in kinesiology, but unsure of the exact direction that they want to take their degree. Given the numerous professional degree programs that can follow from kinesiology undergraduate degrees (e.g., physical therapy, occupational therapy, medical school), opportunities to explore different career paths, such as working with young people, may be pivotal.</p> <p>During this period of their life, college students are still developing socially and emotionally (Steinberg et al., [<reflink idref="bib37" id="ref80">37</reflink>]). At this developmental stage, socialization experiences create opportunities for SEL growth that can benefit college students. Scholars have found that implementing SEL, and the CASEL ([<reflink idref="bib10" id="ref81">10</reflink>]) framework more specifically, into a school or program can positively influence stakeholders across levels (e.g., students, teachers, administrators; Baumsteiger et al., [<reflink idref="bib3" id="ref82">3</reflink>]). Incorporating the components of SEL into a physical activity-based after school program can assist college students' personal and professional growth (i.e., self-awareness, self-management, responsible decision-making, relationship skills, and social awareness) in addition to meeting the needs of the young people that such programs intend to serve. Not only did the participants benefit from teaching and learning in an SEL program, but they also developed professionally by learning transferrable skills and an increased awareness of alternative careers. Previous research has also identified a link between volunteering and career-related skill development (Haski-Leventhal et al., [<reflink idref="bib17" id="ref83">17</reflink>]).</p> <p>Hands-on experience and the development of transferable skills have been identified as a motivator for university student volunteers (Jackson & Bridgstock, [<reflink idref="bib20" id="ref84">20</reflink>]). Findings from this study demonstrate the applicability of these types of programs to students from different majors as well. Student volunteers are often motivated by experiences in which they perceive have a clear connection to their future careers (Gage & Thapa, [<reflink idref="bib16" id="ref85">16</reflink>]). Future programs may benefit from marketing transferable skill development as an outcome and recruitment strategy. In a similar vein, relationships and personal socialization were found to be key aspects of the volunteer's experiences in the program. This finding extends the work of Gage and Thapa ([<reflink idref="bib16" id="ref86">16</reflink>]) who found socialization to be a barrier to volunteering and recommended that future programs incorporate aspects of socialization and connection to the volunteer experience.</p> <p>The results of this study have practical implications and considerations for all those working in kinesiology, including physical education teacher education faculty members. Preservice teacher recruitment has been highlighted as a challenge within physical education (Richards et al., [<reflink idref="bib31" id="ref87">31</reflink>]). The findings suggest that these types of programs can redirect and/or motivate college students to reconsider their majors, including the potential for teaching physical education. Program implementation provides individuals with experience working in a context that resembles physical education and may help further develop and refine their subjective theories related to what teaching physical education means and looks like (Richards et al., [<reflink idref="bib33" id="ref88">33</reflink>]). For some participants in this study, experiences volunteering in the program challenged previously held beliefs about teaching and physical education, which led to them reconsidering physical education as a viable career path. A secondary benefit of such programs, when approached intentionally, could be the recruitment of students into the physical education major.</p> <hd id="AN0176985992-14">Conclusion and future directions for research</hd> <p>Generally, participants in this study highlighted the importance of relationship building and social and emotional learning through the program experience while reinforcing that their occupational socialization is not linear (Lawson, [<reflink idref="bib24" id="ref89">24</reflink>]) and that co-curricular experience can help them further refine future career plans. Exploration and extended adolescence (Steinberg et al., [<reflink idref="bib37" id="ref90">37</reflink>]) also highlights an opportunity for SEL development in college students. Extended adolescence highlights the point that young adults are still developing and growing throughout their time in college. The education and support they receive during this time can have an important developmental impact on their growth (Steinberg et al., [<reflink idref="bib37" id="ref91">37</reflink>]). This study provides evidence in support of intentionally embedding SEL components and strategies into the volunteer experience to encourage SEL growth and development. In the current study, addressing SEL in an intentional manner enhanced participants' perceived development across the components of the CASEL ([<reflink idref="bib10" id="ref92">10</reflink>]) framework.</p> <p>Future research seeking to understand undergraduate student co-curricular volunteer experiences should also consider their prior socialization experiences including the influence of any opportunities they had to participate in outside of school programs during childhood. This may influence their decisions to engage in programs as a volunteer and could have implications for their beliefs and actions surrounding programming. More research is also needed to understand the socialization process for students in non-education fields to identify the role of acculturation, professional socialization, and organizational socialization throughout their life and career. Finally, research should be done with former after-school program volunteers who have begun their career, to see whether the career readiness or social and emotional experiences gained in the program helped them navigate their post-college transition. Being able to look at research from that perspective would give insight into the long-term benefits of co-curricular volunteering while in college.</p> <hd id="AN0176985992-15">Acknowledgements</hd> <p>This study was supported from a [blinded for review] grant provided by [blinded for review].</p> <hd id="AN0176985992-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0176985992-17">Supplementary material</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/00336297.2023.2276470</p> <ref id="AN0176985992-18"> <title> References </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Ayers, S. F., & Richards, K. A. R. Eds. (2019). PETE recruitment and retention: State of affairs. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jake+Simms%22">Jake Simms</searchLink><br /><searchLink fieldCode="AR" term="%22Alyssa+M%2E+Trad%22">Alyssa M. Trad</searchLink><br /><searchLink fieldCode="AR" term="%22Jules+Woolf%22">Jules Woolf</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Andrew+Richards%22">Kevin Andrew Richards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3045-6001">0000-0003-3045-6001</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Quest%22"><i>Quest</i></searchLink>. 2024 76(2):190-206.
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  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Volunteers%22">Volunteers</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+Programs%22">Youth Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00336297.2023.2276470
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-6297<br />1543-2750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1423927
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1423927
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00336297.2023.2276470
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 190
    Subjects:
      – SubjectFull: Volunteers
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Youth Programs
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Community Programs
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
    Titles:
      – TitleFull: Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students
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