Publication Date

12-31-2019

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2019.14

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Dr. Andrew Wall

Committee Members

Dr. Gregory Hamilton, Ph. D., School of Education, and

Dr. Mara Winick Ph. D., Professor of Business Administration

Keywords

motivation, volunteer, service, community service, service-learning, civic engagement, student development, direct service, justice

Disciplines

Educational Leadership

Abstract

Service outreach at the collegiate level has gained in popularity over the last 30 to 40 years to engage undergraduates volunteering off-campus communities in ways prior generations had not experienced; yet, traditional-aged collegiate males volunteer less than their female counterparts. The lack of volunteer service by collegiate men affects communities with financial and social implications but there are developmental and educational consequences for men as well. Few phenomenological studies look at the factors for why collegiate men perform volunteer service and this study explored those reasons. Using Deci and Ryan’s (2002) Self-Determination Theory (SDT) in referencing motivational outcomes, this study will inform us why men who volunteer are motivated to do so. This study dealt directly with motivational factors of traditional-age college men who volunteer while attending a small liberal arts institution in southern California. Performing public service to the community is required to graduate at the institution studied but voluntary service is an individual choice. Archival quantitative data from the institution will show the results of student survey assessments submitted by male and female students of the same demographic showing their satisfaction level to the university’s graduation service requirement. Primary research conducted through qualitative analysis was used to pinpoint what motivates “some” men to volunteer after their compulsorily service graduation requirement is completed. Both assessments will indicate how males view service experiences. The quantitative research for the compulsory service requirement and the qualitative feedback may pinpoint insightful, motivational, and thematic factors for why collegiate men elect to volunteer in their communities. This insight may implicate broader delivery for other institutions concerned with volunteer outreach within higher education.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

A dissertation submitted to the Graduate Faculty of the University of Redlands in partial fulfillment of the requirements for the Degree of Doctorate in Educational Leadership for Educational Justice.

© 2019 Tony D. Mueller

All Rights Reserved

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