Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers.

Abstract

The purpose of this dissertation study was to examine participant experiences and instructional practices of a summer service-learning program for economically disadvantaged middle school students. Data were gathered as a part of the National 2012 Summer of Service (SOS) Evaluation, focusing on three urban SOS sites engaging a total of 172 young people. Using a communities of practice (CoP) theoretical framework to illuminate the socially-situated nature of learning and development in the program, the findings highlight two aspects of SOS programming that appeared to support CoP development: (1) a community-building repertoire of norms and rituals, a consistent culture of caring and respect, and the pursuit of the common good; and (2) a youth-led repertoire engaging young people as legitimate peripheral participants that could reposition and negotiate more central work in the community. Regarding participant experiences, pre/post participant surveys demonstrated a mix of mostly null and slightly positive outcomes related to civic engagement constructs. Qualitative interviews with a subsample of 27 focal youth offered multiple benefits of participation including a deepened sense of social responsibility, opportunities for socioemotional growth, and the identification of achievement-oriented pathways to success. However, there was little evidence of academic skill-building, impact on political engagement, or contextualized analyses of community issues.