My report on the subject (from which the following essay has been adapted) generated a surprising amount of attention when it appeared. It was widely cited in books and publications and reprinted in several monographs. After concluding the study, I went on to observe and work with collaborative teams across America as well as study community leaders who practice collaboration as part of their community development work.
In the most positive light, such service teaches children and teenagers to look beyond themselves and understand the role they can play in their community and country. In the most negative light, it is one more activity to tick off en route to college.
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In the survey, the admissions officers said they were confident they could discern when a student was being disingenuous about her commitment to community service. One noted that “insincerity seems likely when there is a laundry list of activities with minimal commitment.”
Mark Segal, director of Westcoast Connection/360° Student Travel, said he understood why some people might be cynical about spending a fair amount of money to volunteer abroad. But, he said, the teenagers who went on the type of community service programs that his company offered typically did volunteer work at home as well.
Collaborative endeavors take many forms. Some common varieties include: public-private partnerships (sometimes referred to as social partnerships)—ad hoc alliances between otherwise independent organizations that span both the public and the private sectors; future commissions, also known as search conferences, in which citizens and community leaders analyze trends, develop alternative scenarios of the future, and establish recommendations and goals for the community; interagency collaborations aimed at improving social services to children, families, and other members of a community; online networks designed to link various civic, educational, business, and governmental institutions within a community or region; school-community partnerships designed to foster greater collaboration between secondary schools and key community institutions; networks and coalitions—loosely structured alliances among groups, organizations, and citizens that share a commitment to a particular issue or place; and regional collaboratives where local governments work together to promote economic development and service delivery.
Those surveyed also said they understood some students had to work and didn’t have time for volunteering. My sons do have the luxury of being able to help in the community, and I’m glad to say they seem to want to. It’s the other service I spoke about — the bed-making and trash-emptying — that they, for some reason, seem far less eager to do.
The students were asked at the beginning and end of their high school career if they were likely to vote when they became eligible and do some sort of community service. Those who weren’t volunteering, or weren’t required to, usually said they were unlikely to vote or do community service in the future. Those who volunteered without being required generally said they were likely to vote and would volunteer. But the big switch to being much more inclined to volunteer and vote was apparent among those students who had been assigned service in the community, Professor Youniss said.
A version of this article appears in print on July 31, 2010, on Page B5 of the with the headline: The Benefits of Volunteerism, If the Service Is Real.
But that doesn’t mean schools and organizations — not to mention parents — should stop encouraging or even requiring children to volunteer. Professor Youniss studied students in one Massachusetts high school that was about to introduce mandatory community service.