“Finding Common Ground:” Experiences of Immigrant and Nonimmigrant Students in a Community Engaged Learning Course

Abstract

Research on community engaged learning (CEL) courses predominantly focuses on the learning experiences of white students or the quality of student-community partner relationship(s). Studies that account for underrepresented students often reveal negative learning experiences wherein students’ learning goals are overlooked or subordinated to their role as educators for their peers. Our study, consisting of interviews with 13 students in a university CEL course on well-being for immigrant youth, paints a more promising picture. We found distinct learning goals for immigrant versus nonimmigrant students. We also found distinct “hidden curricula” for both student groups, with immigrant students gaining empowerment and nonimmigrant students gaining deeper understanding of immigrant communities. Despite these differences, students described similar levels of commitment to their community partners. Many students also felt that their shared service helped them find “common ground” across their diverse experiences, highlighting the promise of CEL for teaching humility and understanding of difference.