Document Type

Article

Publication Date

2013

Abstract

In this research, we explored the ways that junior and senior students at two Catholic women’s colleges in the Midwestern United States understand community engagement, and we examined how they came to know and understand their gender and spiritual identities in relation to their engagement activities. Participants seemed to draw on both an ethic of care and an ethic of justice (Gilligan, 1982) when framing their motivations for doing community engagement work. The findings enhance what is "known" about how students experience and make meaning from structured programs that encourage community engagement.

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