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Authoring Civic Identities in Figured Worlds: A Case Study of a Curricular Community Engagement Program

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Title: Authoring Civic Identities in Figured Worlds: A Case Study of a Curricular Community Engagement Program
Language: English
Authors: Lalita Kaligotla
Source: Journal of Higher Education Outreach and Engagement. 2025 29(4):3-26.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Civics, Self Concept, Undergraduate Students, Early Experience, College Choice, Service Learning, School Community Programs, Citizen Participation
ISSN: 1534-6102
2164-8212
Abstract: Civic identity is of scholarly import given ongoing investments in community engagement in higher education. Despite extensive scholarship, gaps remain in our understanding of students' civic identity development. This case study explicates the ways in which a curricular community engagement program influenced the development of baccalaureate students' civic identity. Leveraging theoretical borderlands (Abes, 2009), and bringing to bear two theories in identity development--self-authorship (Baxter Magolda, 1999) and figured worlds (Holland et al., 1998)--the study offers a new perspective about the impact of curricular community engagement in shaping students' civic identity. Findings revealed that early experiences influenced students' college choices and subsequent civic work in college. Furthermore, curricular community engagement played a critical role in the evolution of students' identities as civic agents and engaged citizens, highlighting that such experiences are crucial to fulfilling the civic mission of higher education institutions. Findings have important implications for pedagogy, policy, and praxis.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492341
Database: ERIC
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  Data: Authoring Civic Identities in Figured Worlds: A Case Study of a Curricular Community Engagement Program
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: Civic identity is of scholarly import given ongoing investments in community engagement in higher education. Despite extensive scholarship, gaps remain in our understanding of students' civic identity development. This case study explicates the ways in which a curricular community engagement program influenced the development of baccalaureate students' civic identity. Leveraging theoretical borderlands (Abes, 2009), and bringing to bear two theories in identity development--self-authorship (Baxter Magolda, 1999) and figured worlds (Holland et al., 1998)--the study offers a new perspective about the impact of curricular community engagement in shaping students' civic identity. Findings revealed that early experiences influenced students' college choices and subsequent civic work in college. Furthermore, curricular community engagement played a critical role in the evolution of students' identities as civic agents and engaged citizens, highlighting that such experiences are crucial to fulfilling the civic mission of higher education institutions. Findings have important implications for pedagogy, policy, and praxis.
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