Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community-Based Learning Experience

Personal Development
CBL is a formative experience that is necessary in this period of the lifespan, when 
identity development is the period of focus. Identity development is accomplished after 
establishing a clear sense of self, which occurs after exploring a range of experiences (Kuther, 
2017). Research demonstrates that empathy is seen in the early years of one’s life, but does not 
develop in more complex forms until adolescence and emerging adulthood. Empathy 
development during adolescence and emerging adulthood is crucial as it predicts social 
competencies in adulthood approximately two-decades later (Allemand et al., 2015; Smits, 
Doumen, Luyckx, Duriez, & Goossens, 2011).
Participating in a meaningful and diverse experience leads to personal development 
increases such as; increased personal efficacy, increased sense of personal values, and an 
increased awareness of the world (Astin, Vogelgesang, Ikeda, & Yee, 2000). Students that were 
enrolled in courses with a CBL component displayed improvements in political awareness, 
diversity awareness, and overall community self-efficacy (Simons & Cleary, 2005). Students 
enrolled in CBL courses also experienced an increase in social self-confidence and increase in 
leadership abilities when compared to those not involved in CBL (Astin & Sax, 1998).

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GEN Z’S ATTRIBUTES AND THE IMPACT ON EMPATHY AFTER A CBL EXPERIENCE
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Service learning promotes obtaining an emotional connection, the understanding of 
complex issues, and the comprehension of differing viewpoints which is the foundation of the 
process for the development of empathy (Astin, Vogelgesang, Ikeda, & Yee, 2000; Wilson, 
2011). A research study analyzed the development of empathy in college students that 
participated in service-learning and found that 82% of service-learning students expressed this 
understanding of others’ perspectives in their reflections while only 46% of those in non-service 
learning courses demonstrated an increase in empathy (Wilson, 2011).