This post has been written based on an article called ‘Self-Authoring a Civic Identity: A Qualitative Analysis of Change-Oriented Service Learning‘, by Susan V. Iverson.
Civic engagement has long been recognized as a critical component of higher education, fostering a sense of responsibility and active participation in democratic society. In ‘Self-Authoring a Civic Identity: A Qualitative Analysis of Change-Oriented Service Learning‘, Susan V. Iverson and Jennifer H. James examine how service-learning experiences shape students’ civic and political identities. Using Baxter Magolda’s framework of self-authorship, their study explores the cognitive, intrapersonal, and interpersonal dimensions of civic identity development. This post discusses the core findings of Iverson and James’ research, emphasizing the role of service-learning in fostering civic growth and political engagement.
1: The Concept of Self-Authorship in Civic Identity
Iverson and James employ Baxter Magolda’s theory of self-authorship, which describes the transition from external dependence to internal self-definition in three key areas: cognitive, intrapersonal, and interpersonal development.
Cognitive Dimension: Students shift from accepting externally imposed definitions of citizenship to constructing their own understanding of civic responsibility.
Intrapersonal Dimension: They develop a stronger sense of agency and responsibility for their civic and political roles.
Interpersonal Dimension: They cultivate deeper connections with their communities, recognizing their roles in collective social change.
Through their qualitative study, Iverson and James illustrate how change-oriented service-learning experiences challenge students to engage critically with social issues and develop a self-authored civic identity.
2: The Role of Change-Oriented Service Learning
Traditional service-learning often focuses on charitable activities, such as volunteering at shelters or food banks. However, Iverson and James highlight the importance of change-oriented service-learning, which encourages students to address systemic social injustices. Rather than simply offering temporary relief, change-oriented service-learning fosters a deeper understanding of the root causes of societal issues and encourages students to take action toward long-term solutions.
Students involved in change-oriented service-learning demonstrated significant growth in self-authorship, moving beyond passive citizenship to active civic engagement. By participating in advocacy projects, engaging with policymakers, and working on community-driven initiatives, they developed a more complex and personally meaningful civic identity.
3: Cognitive and Intrapersonal Growth
A major finding of the study is the cognitive shift in students’ perceptions of citizenship. Initially, many participants viewed civic engagement as a passive obligation—such as voting or following laws. However, through their service-learning experiences, they redefined citizenship as active participation in democratic processes, social justice initiatives, and policy reform.
Similarly, students’ intrapersonal development was evident in their increased sense of self-efficacy. Many reported gaining confidence in their ability to effect change, recognizing themselves as capable contributors to civic discourse. This shift from external authority to internal self-definition marks a crucial step in self-authorship.
4: Implications for Higher Education
The findings of Iverson and James’ study suggest several important implications for higher education institutions:
Integrating Change-Oriented Service Learning: Universities should prioritize service-learning models that emphasize systemic change rather than charity-based volunteerism.
Encouraging Civic Dialogue: Classroom discussions should incorporate civic engagement topics, allowing students to critically analyze social and political issues.
Providing Opportunities for Action: Institutions should create structured opportunities for students to participate in policy advocacy, community organizing, and grassroots activism.
Conclusion
Iverson and James’ study underscores the transformative potential of change-oriented service-learning in developing a self-authored civic identity. By engaging with complex social issues, students move beyond passive citizenship and cultivate a deeper sense of responsibility, agency, and connection to their communities. As higher education continues to shape the next generation of civic leaders, integrating meaningful service-learning experiences will be essential in fostering engaged and socially responsible citizens.
