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Promoting Community and Political Engagement Through Undergraduate Educational Practices: The Role of Identity Formation

Abstract Relational Developmental Systems (RDS) provided an integrative framework to examine how college students’ intrapersonal attributes, particularly sense of identity in transactions with different educational experiences, were related with self-reported community and political engagement and other intrapersonal dimensions. Students who participated in service learning and community service had more hours of public service, higher valuation of prosocial commitment and political activity, and higher levels of empathy than controls. The added value of integrating these educational experiences with a multi-faceted approach to ethics was reflected in even higher prosocial commitment and empathy scores, and a positive relationship with political activity. Students’ sense of identity was associated with their valuation of prosocial commitment and political activity and level of empathy. These findings provided support for the value of providing educational experiences that motivate students to seek opportunities to put their moral commitments into action and that enable them to take the perspective of others and respond with empathy.