Facilitators and Barriers to Service Learning in China: Perspectives of Chinese Students Felicia Wilczenski & Wenfan Yan University of Massachusetts Boston Meilin Yao Beijing Normal University China

Schools and universities: In various countries included in this study (China, Philippines, Malaysia, Mongolia, Singapore and Thailand), primary and secondary schools as well as universities and technical colleges are increasingly incorporating service-learning, civic education and youth participation into classroom-based and extra- curricular activities. Universities are also conducting research on youth needs, attitudes, and forms of participation. In some cases, the impetus for these activities comes from teachers and administrators; in other cases, governments, international organizations or young people themselves are the driving forces. Young People’s Civic Engagement in East Asia and the Pacific A regional study conducted by Innovations in Civic Participation February 2008; UNICEF EAPRO

Civic Attitudes and Skills Questionnaire (CASQ) Moely, B.E., Mercer, S.H., Ilustre, V., Miron, D., McFarland, M. (2002). Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students’ attitudes related to service learning. Michigan Journal of Community Service Learning, 8,

Understanding of the World and Self Social Justice Attitudes & Diversity Scales Measures attitudes toward poverty, race, and public policy issues “People are poor because they choose to be poor.” “I find it difficult to relate to people from a different race or culture.” “It is important that equal opportunity be available to all people.”

Value-Expression Civic Action Scale Assesses plans for future involvement in civic and community issues “I plan to help others who are in difficulty.”

Sampling Purposive sampling strategy Schools from East and West China represented a wide range demographically Local education agencies helped to identify and recruit participating schools Beijing Normal University graduate students and staff at local education agencies collected data

Response 90% of surveys returned 167 incomplete surveys (>10% missing data) excluded from analysis N=3193

Sample Demographics Area Rural70.3% Urban29.7% School Type Key63.4% Ordinary36.6% Gender Female 49.3% Male50.7% Family Only child50.3% With sibs 49.7%

Grade Level Junior High 7 th 9.5% 8 th 17.7% 9 th 27.6% High School 10 th 23.6% 11 th 10.8% 12 th 10.8%

Father’s Education No Schooling.6% Elementary 10.3% Junior High 34.3% High/Voc 31.4% College21.2% Graduate 2.3% Mother’s Education No Schooling 2.3% Elementary 14.7% Junior High 34.5% High/Voc 31.2% College16.3% Graduate 1.1%

Family Income Low19.0% Low Middle35.5% Middle22.1% High Middle15.3% Upper 8.2%

Civic Attitudes and Skills Questionnaire Reliabilities Scale Cronbach’s Alpha Social Justice Attitudes.702 Diversity Attitudes.561 Civic Action Plan.899

Summary of Regression Analysis for Variables Predicting Civic Action Plan Predictor B Std. Error Beta t Sig. Demographics Female gender Only child Father’s education Mother’s education Family income Rural area Key schools Grade level Motivation & Attitudes *Achievement goals Social justice attitude *Achievement goal: M = 2.3; SD = = Junior High; 2 = High School; 3 = College

Results After taking demographic variables and achievement goals into account, social justice attitude was the best predictor of civic action planning. The model explained 13.9% of the variance in civic action planning.

Implication To promote civic engagement, social justice education is a necessary first step. Service learning would be a meaningful social justice pedagogy.

References Clark, J. (2008). Social justice and moral education in China. New Zealand Journal of Teachers’ Work, 5, Goldman, M., & Perry, E.J. (2002). Changing meanings of citizenship in modern China. Cambridge, MA: Harvard University Press.