Ontario’s Mandatory Ontario’s Mandatory High School High School

Community Service Community Service Program:Program:

Impacts on Student Attitudes Impacts on Student Attitudes & Behaviour Regarding Civic & Behaviour Regarding Civic

EngagementEngagement

Steven Brown (WLU), Mark Baetz (WLU), Maureen Drysdale (UW).Kimberly Ellis-Hale (WLU), Joanna Everitt (UNB), John Goyder (UW), Carol Gregory (Conestoga), Ailsa Henderson (UTM), Paulette Padanyi (UG), Mark Pancer (WLU)

Co-investigator

s

Research ObjectivesResearch Objectives• To compare attitudes & behaviour To compare attitudes & behaviour

regarding community service within the regarding community service within the Ontario double-cohortOntario double-cohort• Does mandating service introduce more students Does mandating service introduce more students

to the Third Sector?to the Third Sector?• Does it stimulate or inhibit future involvementDoes it stimulate or inhibit future involvement

• To identify qualitative aspects of the high To identify qualitative aspects of the high school community service experience that school community service experience that affect subsequent attitudes and behaviour affect subsequent attitudes and behaviour regarding civic engagementregarding civic engagement

Research DesignResearch Design

• Online survey of 4Online survey of 4thth year double cohort year double cohort students at WLU & U. of Guelphstudents at WLU & U. of Guelph• Produced a sample of 794 student Produced a sample of 794 student

respondentsrespondents

• Online survey of 1Online survey of 1stst year students at 4 year students at 4 post-secondary schools – Conestoga post-secondary schools – Conestoga College, WLU, UW & UGCollege, WLU, UW & UG• Produced a sample 1478 student Produced a sample 1478 student

respondentsrespondents

Preliminary ResultsPreliminary ResultsWas the Mandated Service a First Was the Mandated Service a First

Introduction to Community Introduction to Community Service?Service?

11stst Year Year Mandated Mandated StudentsStudents

44thth Year Year Mandated Mandated StudentsStudents

Yes, a first Yes, a first introductionintroduction 34%34% 34%34%

No, had No, had volunteered volunteered beforebefore

66%66% 66%66%

TotalTotal 100%100%

(1319)(1319)100%100%

(391)(391)

Preliminary ResultsPreliminary ResultsWould the Student have Would the Student have Volunteered without the Volunteered without the

Requirement?Requirement?11stst Year Year

Mandated Mandated StudentsStudents

44thth Year Year Mandated Mandated StudentsStudents

No, probably No, probably notnot 19%19% 28%28%

Yes, probably Yes, probably or had or had volunteered volunteered beforebefore

81%81% 72%72%

TotalTotal 100%100%

(1319)(1319)100%100%

(391)(391)

Preliminary ResultsPreliminary ResultsDid R Continue to Volunteer after Did R Continue to Volunteer after

Requirement?Requirement?(1(1stst year Sample Only) year Sample Only)

Forced Forced “Volunteers”“Volunteers”

Willing Willing “Volunteers”“Volunteers”

Continued to Continued to VolunteerVolunteer 32%32% 80%80%

Did Not Did Not

Continue Continue 68%68% 20%20%

TotalTotal 100%100%

(253)(253)100%100%

(1066)(1066)

Next StepsNext Steps

• Address our research questions Address our research questions through analysis of these surveysthrough analysis of these surveys

• Re-contact the student samples as Re-contact the student samples as they make their way through 2they make their way through 2ndnd year university and beyondyear university and beyond

• Design research to assess the Design research to assess the longer-term value of the high school longer-term value of the high school community service experiencecommunity service experience