Journal of Ethnographic & Qualitative Research
2015, Vol. 9, 196–208
ISSN: 1935-3308
The Use of Photovoice for Exploring Students’
Perspectives on Themselves and Others
Pamela D. Hall
Barry University
Glenn A. Bowen
Barry University
In this article, we describe a qualitative study that explored university
students’ perspectives on themselves and others. Twenty-one students
engaged in a photovoice project as part of a psychology capstone with a
service-learning component. The project focused on students’ experiences
and perspectives regarding their service to marginalized groups. Students
took photographs to represent these experiences and perspectives. Analysis involved identifying common themes from the captioned photos and
related comments. The results revealed that participants saw themselves
as role models, making a difference through their service-learning involvement. Further, participants gained a greater sense of responsibility and
purpose, identified youth potential for social and emotional growth, and
recognized “the greater good.” The findings offer evidence of the impact
of service-learning on self-knowledge and awareness of others while also
demonstrating the effectiveness of photovoice as a method of critical
reflection.
S
ince the late 1990s, there has been a remarkable increase in service-learning research.
Much of the research has focused on the processes and impacts of service-learning (e.g., Astin, Vogelgesang, Ikeda, & Yee, 2000; Clayton,
Bringle, & Hatcher, 2013; Eyler, 2000; Simons
& Cleary, 2006). Service-learning is a teaching
and learning strategy that integrates meaningful community service with coursework and
Pamela D. Hall, Ph.D., is Associate Professor of Psychology at Barry University in Miami Shores, Florida.
Glenn A. Bowen, Ph.D., is Associate Professor and Director of the Center of Community Service Initiatives at Barry University in Miami Shores, Florida.
The authors acknowledge the assistance of Eve Jacobson, Alanté Simpson, and David Tio with the data coding as
well as other students who participated in the service-learning course and photovoice project.
Correspondence concerning this article should be addressed to phall@barry.edu.
reflection to enrich the learning experience,
foster civic responsibility among students, and
support communities. Major outcomes of service-learning are academic enhancement, personal growth, and civic engagement (Ash, Clayton, & Atkinson, 2005). Regarding personal
growth, for instance, researchers have reported service-learning’s positive impact particularly on self-awareness or self-knowledge (Astin et
al., 2000; Eyler & Giles, 1999; Meyers, 2009; Simons & Cleary, 2006). Self-awareness is manifested in students’ acknowledgement of their
strengths, limits, and/or fears as well as expressions of their personal values, beliefs, and/or
goals (Gelmon, Holland, Driscoll, Spring, & Kerrigan, 2001).
Researchers such as Meyers (2009) have illustrated how service-learning can help students become more self-aware and contribute to social change. As Meyers has explained,
“This process involves students reaching out to
Exploring Students’ Perspectives Through Photovoice
marginalized populations through community
placements, reaching in through detailed reflection and introspection about their attitudes and
experiences, and reaching around their communities through advocacy and activism to address
social problems that are evident at field sites”
(p. 373).
Guided reflection is essential to servicelearning, providing a means of gauging the outcomes of this pedagogical strategy. Indeed, reflection is more than cursory thought; it is a
deep, deliberative process of examining, analyzing, and interpreting experience with a view
to learning from it (Bowen, 2007). When reflection is intentionally linked with the assessment
of service-learning outcomes, each informs and
reinforces the other (Ash et al., 2005). Common
reflection techniques are journals, essays, and
in-class discussions. The choice of a reflection
technique and the structure of a reflection activity can influence service-learning outcomes—
“whether they will be educative and lead to
new ways of thinking and acting, or miseducative and reinforce existing schemata and stereotypes” (Bringle & Hatcher, 2003, p. 118).
This study was based on a nontraditional
reflection technique used in a service-learning
course that engaged university students in the
dual service role of tutors and mentors. Tutoring
and mentoring assignments have been a linchpin of service-learning programs, especially for
pre-service teachers, at some institutions of
higher education (Buchanan, Baldwin, & Rudisill, 2002; Eppler, Ironsmith, Dingle, & Errickson,
2011). College students typically tutor elementary school children and youth enrolled in afterschool programs. In relation to service-learning,
scholars have viewed mentoring as a way to
deal with the lack of social and academic capital available to marginalized youth (Hart, 2006;
Howard, 2006). One study has found that students who work with youth in mentoring and
similar service-learning projects tend to have
greater confidence in their ability to change
the life of a child (Schmidt, Marks, & Derrico,
2004).
Photovoice is a participatory method of research that we used as a reflection technique
in the service-learning course. Although Meyers
(2009) and others have emphasized the importance of reflection to achieve desired servicelearning outcomes such as personal and social
transformation, their research did not employ
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photovoice. In this study, we sought to determine the effectiveness of using photovoice for
reflection. The goals of this study were to (a)
gauge the effectiveness of photovoice as an alternative reflection method and (b) gain insights into our students’ attitudes and behaviors in the context of service. Ultimately, we
hoped the study would help us improve the effectiveness of our teaching. Through a servicelearning experience featuring a photovoice project, students can demonstrate salient personal
and social outcomes in relation to the needs
of marginalized groups. In particular, students
can reveal their own perspectives on what they
learned about themselves and others while
serving as tutors and mentors of children and
youth in underserved communities.
Method
An advocacy/participatory worldview provided the conceptual framework for our research. Creswell (2008) characterized this philosophical worldview as political, collaborative,
and empowerment/change-oriented. The inclusion of a political element suggests that real social change occurs typically through political
processes. Using a collaborative approach to inquiry, researchers ultimately advocate empowerment and social change. In line with the advocacy/participatory worldview, this study was
grounded in the epistemology of presentational knowing, through which experiences are presented primarily in imagery (Heron & Reason,
1997; Reason, 1998).
We used photovoice to collect qualitative
data on students’ experiences and perspectives
regarding their service to marginalized groups.
Photovoice is a participatory method of research
in which the participants are given cameras and
are assigned to take photographs that capture
aspects of their lived experiences (Lopez, Eng,
Robinson, & Wang, 2005; Ornelas et al., 2009).
As Loeffler (2004) has argued, photographs can
capture greater levels of detail about the emotional meaning of experience than words-only
data can.
According to Wang and Burris (1997), photovoice can promote critical dialogue and produce knowledge about salient issues. Proponents have suggested, moreover, that photovoice
can empower participants to develop a critical
assessment of their reality, share relevant information with key stakeholders, and promote
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change based on insights generated (Morgan et
al., 2010; Wang & Burris, 1994; Wilson, Minkler,
Dasho, Wallerstein, & Martin, 2008). However,
photovoice does not, as a matter of course, engage participants in conceptualizing and taking action steps needed to address the concerns
or needs that are identified (Barlow & Hurlock,
2013).
Although photovoice has been employed
mainly in health-related studies, researchers
consider it generally appropriate as a tool for
meaningful reflection on a variety of experiences (Capous Desyllas, 2014; Loeffler, 2004; Samuels, 2004), for engagement of at-risk youth
(Kroeger et al., 2004; Strack, Magill, & McDonagh, 2004), and for student advocacy of desired change (Champagne, 2006; Goodhart et
al., 2006). In one example, researchers have referred to the “empowering” effect of a photovoice project designed for adolescents attending
an after-school teen center in an urban community (Strack et al., 2004, p. 54). Those researchers have reported that evidence gleaned from
both observations and youth interviews suggested that participation in the project got the
adolescents thinking about their community
and their place within it. In another example,
university students taking part in a photovoice
project submitted recommendations to policy
makers, which addressed not only the primary issue of alcohol and drug use but also nutrition, sexual health, campus parking, and safety
issues (Goodhart et al., 2006).
Whereas the primary participants in a photovoice project are usually disadvantaged or
marginalized persons (Strack et al., 2004), our
approach offered a variation on photovoice by
putting cameras in the hands of persons who
were less disadvantaged, treating them as participant observers of the experiences of marginalized individuals. This approach was not
without precedent. As Champagne (2006) has
reported, health education students involved in
service-learning partnered with a nonprofit organization photographed and interviewed people directly affected by a statewide healthcare
crisis, and developed a photovoice exhibit for
use at local and state events in advocating affordable, quality healthcare. We adapted photovoice as an alternative method for students to
reflect on their service-learning experiences. We
reasoned that photovoice, requiring less writing
than do journals or reflection papers, would excite our students by having a creative, visual
appeal.
Participants and Procedure
The photovoice project served as the reflection activity for the service-learning component
of PSY 497-01/02: Senior Seminar, a capstone
for psychology students at a midsize Catholic
university in Miami-Dade County, Florida. The
students were all required to complete a 10week service-learning project, serving as tutors
and mentors to a vulnerable group for at least
two hours a week. All students taking the capstone were therefore required to be participants
in the photovoice project. We assigned each student to one of three sites serving mainly Haitian-American youth (see Table 1).
Nine students were assigned to the Haitian
Youth Community Center, where they tutored
18 children enrolled in Head Start, a federal program that promotes school readiness of children
(up to age 5) from low-income families by enhancing their cognitive, social, and emotional
development. We placed four of our students
at Mount Tabor Missionary Baptist Church in
Liberty City, a historically underserved neighborhood in Miami-Dade, where they provided
service to 16 middle- and high-school students.
The third group, composed of eight students,
did their service in an after-school program on
the university campus, where they tutored 20
children. Throughout the semester, the university students met weekly with the course instructor to share their experiences as tutors/
mentors.
After obtaining informed consent from our
students (n = 21, mean age 23 years) and from
the service site administrators on behalf of the
parents of minors, we included all 54 community children/youth in our study. The course instructor (first author) then distributed disposable cameras to the students and instructed
them to take photographs, over an eight-week
period, depicting their experiences and perspectives on their involvement in the service-learning project. The instructor asked students to
answer two questions: 1) What did you learn
about yourself? And 2) What did you learn
about the recipients of your service? Students
were instructed to document their perspectives
in brief statements to accompany each photo
Exploring Students’ Perspectives Through Photovoice
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Table 1
University Student Participants in Photovoice Project
Student No.
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
Pseudonym
Jean
Madea
Paul
Precious
Beverly
Claudia
Henri
Rose
Carmen
Ingrid
Mario
Roland
Martine
Celestine
Frank
Fabio
Peter
Tracy
Evelyn
Herman
Ryan
Service Assignment
Community Center-Based Head Start Program
Middle- and High-School
Tutoring and Mentoring Project
Campus-Based Tutoring Project
(i.e., captions). In particular, they were to comment on their service experience in relation to
psychology course concepts; to indicate the impact, if any, on their personal growth; and to
note what they learned about civic engagement
through their participation.
We covered ethical procedure for the photovoice project. Ethical considerations included obtaining consent, protecting privacy, not
intruding into personal space, not placing someone in a false light, and not using a person’s
likeness for commercial gain (Goodhart et al.,
2006; Wang & Redwood-Jones, 2001). Participants should not take or use photos in a manner that would do any harm to anyone.
Further, the course required that students
present and reflect critically on the photographs
in class by commenting on the relevance and
meaning of each image. The instructor made
notes of information from the in-class discussions. An additional course requirement was
that students prepare exhibits of captioned
photos for a public presentation at the Annual
Research Forum of the University’s Department
of Psychology.
Data Analysis
For the purposes of this study, three students functioned as photovoice project collaborators and co-researchers. They assisted the first
author in systematically coding each captioned
image along with pertinent comments that
were recorded. Initial open codes were based
on key words from photo captions and comments. This resulted in 14 codes. A second level of coding involved the placing of open-coded
data into broader categories based on the three
major outcomes of service-learning—academic enhancement, personal growth, and civic engagement (Ash et al., 2005). The analysis thus
yielded common themes directly linked to those
outcomes.
The second author reanalyzed the photovoice data, avoiding a priori codes and
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categories, instead following van Manen’s
(1997) line-by-line coding procedure, as Genoe
and Dupuis (2013) did in their photovoice project. The basic procedure entails examining all
data multiple times to get a sense of the participants’ experiences; identifying emerging
themes in transcripts and field notes; comparing emerging themes for commonalities and
differences; and selecting the themes that best
reflect the participants’ experiences (Genoe &
Dupuis, 2013; van Manen, 1997). As part of the
procedure, note is made of appropriate phrases or statements that describe the meaning
of the themes in relation to the participants’
experiences.
Accordingly, the second author reviewed
the photovoice data several times to get a sense
of the students’ thoughts and feelings about
their service-learning experiences and the lessons they learned. This process produced comparable themes complemented with statements
that conveyed the meanings of the themes. In
addition, both authors reviewed process and
analytical notes, including our observations on
what went well and what should be changed if
we were to undertake another photovoice project. Making note of such observations is consonant with how we each view ourselves—
as a reflective practitioner (Schön, 1983) who
demonstrates the capacity to reflect on servicelearning pedagogy in order to learn from it and
ultimately to improve our teaching effectiveness
(Bowen, 2010).
To establish trustworthiness, namely, rigor of the research and transferability of the results, we employed several techniques. First, we
created an audit trail, documenting data collection and analysis including the coding scheme
(Schwandt, 2001). Next, we did member checking (Lincoln & Guba, 1985), eliciting feedback
first from students and later from service site
representatives attending the research forum.
The student participants generally agreed that
our findings and interpretations reflected their
experiences and perspectives. Subsequently, we
sought critical comments, particularly on the research procedure, from members of the University’s Faculty Learning Community for Engaged
Scholarship. Additionally, we used low-inference descriptors, which include “verbatim accounts of what people say, for example, rather
than researchers’ reconstructions of the general
sense of what a person said, which would allow
researchers’ personal perspectives to influence
the reporting” (Seale, 1999, p. 148). Finally, we
asked a researcher from another university to
review both the audit trail and the research report. Suggestions offered by that independent
expert led to a refinement of portions of the
report.
Results
Each student took three to six photographs;
in all, they took 75 photos. The students themselves selected 59 photos for analysis. They selected photos that, in their view, most clearly
responded to each of the reflection questions or
otherwise had some significance to them. Poorly developed (dark or blurry) photos were excluded. The photos depicted mostly positive
situations, such as tutoring/mentoring and social activities. Few photos showed negative situations, a notable one portraying hunger and
homelessness. A number of photos were of inanimate objects and illustrated abstract concepts related largely to social relationships. For
example, there were two photos with hearts. In
one, a patch of concrete on the ground seemed
heart-shaped and was presented as a metaphor
for “belongingness—love, friendship, intimacy,
family.” In the other, a girl was seen making a
paper cutout of a heart. The student who took
the latter photo explained the symbolism: “This
photo symbolizes how [the girl] was helping to
create my altruistic interest in our relationship.”
Service-learning prompted students to take
an introspective look at themselves even as
they widened their perspectives and considered
learning in light of experience. The critical reflection requirement resulted in self-examination especially in relation to the first question,
“What did you learn about yourself?” In response to this question, students introspectively
alluded to changes in their attitudes and behaviors as they interacted with youngsters benefiting from the service-learning placement. Some
students talked about the positive outcomes of
helping youth in need. For instance, Jean stated: “I have learned confidence in ability to perform well.” Madea remarked, “For me, one of
the positive outcomes of helping is improved
self-esteem.” Paul acknowledged, “Working
with the youth, they have showed me [how]
to be a better role model—to set positive examples for them academically and socially.”
Exploring Students’ Perspectives Through Photovoice
Similarly, Precious reflected, “While working
with the youth, I have learned that to reach my
full potential I need to belong somewhere I feel
loved and wanted.” A fifth student, Beverly, explained it differently:
Trying things from a different perspective can spark a new passion and
can make you a better person. I have
learned from this project that I have the
ability to promote prosocial behavior
in these adolescents. I can encourage
them to act on behaviors that involve
sharing, empathy, and cooperation
which benefit themselves and others
and improve their social relationships.
The reference to empathy resonated with
many students, who indicated how they had
discovered some of their deep-seated positive
traits and had become motivated by empathy
towards the youngsters in their assigned groups.
They further revealed their fledging capacity to
understand other people’s frame of reference—
to put themselves in other people’s shoes—and
expressed particular concern about the well-being of children in communities that lack adequate parental or social support. At least some
of our students were motivated by empathy to
consider ways in which they could be genuinely helpful in such situations.
Responding to the second question, regarding what they learned about the recipients of
service, students had much to say about the
groups they served at the Haitian Youth Community Center, Mount Tabor Missionary Baptist
Church, and in the university-based after-school
program. Regular and meaningful interactions
with those groups opened students’ eyes to the
needs of people who had been marginalized because of their race, social class, place of dwelling, or similar factors. Students realized that the
community children, as disadvantaged as they
were, craved opportunities to learn. Comments
from our students centered on children’s curiosity and willingness to learn as well as on the importance of offering incentives and rewards as
part of a positive approach to meeting the needs
of marginalized children and youth in the community. In this regard, Henri linked his outsidethe-classroom learning to concepts learned in
class:
I learned that these children are very receptive and inquisitive when given the
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kind of one-on-one attention that characterized my service commitment. This
ties in with Bordin’s three concepts of
alliance—goals, tasks, and bonds—because these characteristics fostered a
strong bond, which in turn made the
delegation of tasks and accomplishment of goals easier.… Harry S. Sullivan insisted that personality is shaped
almost entirely by the relationships we
have with other people.… Children develop their interpersonal skills through
the guidance of adults and playing with
other children.
Others in the class echoed this response.
Madea said, “I learned that these adolescents
continue to attend this program because they
have the willingness and interest in learning,
and the activities we provide…give them that
opportunity.” Rose said, “When a certain behavior is followed by favorable consequences,
the behavior tends to occur more frequently,
as these children showed.” And Carmen noted,
“Individuals shouldn’t just automatically make
negative assumptions about the ‘at risk’ youth.
Everyone has the capability to succeed in life.”
Appreciation of the pedagogical value of
service-learning was evident in students’ responses. Service-learning did enrich the learning experience by elucidating concepts through
students’ activities in the “real world.” One student, Ingrid, captioned a photo with this wellknown quote: “Explain and I’ll forget; show me
and I’ll remember; involve me and I’ll understand.” Students also referred to applicable psychology concepts such as belongingness, the
looking glass self, self-actualization, B. F. Skinner’s operant conditioning, and Jean Piaget’s assimilation as well as to Albert Bandura’s social
learning theory. With regard to social learning,
students noted that the youth in the after-school
program learned by means of observation and
imitation or modeling.
Students also saw personal and social value
in service-learning. They perceived an increase
in their personal effectiveness through participation in the service-learning course and particularly the photovoice project. Students appreciated positive faculty-student interactions and the
opportunity for collaborative work with their
classmates as well as with youth from the community. Students made valuable connections
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with the children/youth whom they tutored
and mentored. Several students reported an improvement in social skills related to communication, leadership, and problem solving. Photo
captions and related comments suggested that
students embraced their service-learning experience because of its personal and social benefits, including the intrinsic reward derived from
service in an underserved neighborhood:
Service-learning has filled a social gap
in my life and allowed me to participate
in helping others. It has also taught me
how to deal appropriately with certain situations that may have been difficult before. This is what the photo
participant stated, “At first, I was just going to
Mt. Tabor because my grade depended on it.
The points I would receive from going to the
site would be my external reward. Now, I go
because I enjoy spending time with [the children].” For at least one of our students, the
service-learning assignment (photovoice project) was a sought-after opportunity to serve a
community composed largely of people from a
different ethnicity. In reflecting on the assignment, that student referred to LIFE and HELP,
the acronyms for, respectively, Literacy Initiative for Empowerment and Haitian Empower-
Figure 2. Lessons from LIFE
“What I learned though LIFE and HELP.”
Figure 1. Spaces to Be Filled
“The empty spaces allow me to fill the shelves
with new and refreshing information.”
ment & Literacy Project. It also was an opportunity to be creative in displaying key words from
his service-learning experience—words such as
“goofy,” “strong,” “emotional,” and “self-conscious” (see Figure 2).
Themes
shows: where there is a book there is
a sense of growth and understanding,
but the empty spaces allow me to fill
the shelves with new and refreshing information. (See Figure 1.)
Another student remarked, “Service learning helps us as students to connect with people in the community. We learn about them
and also learn from them.” And finally, another
In this section, we consider specific themes
emerging from our analysis of the data (i.e.,
photos and accompanying narratives). The
analysis generated three themes: sense of responsibility and purpose, youth potential for social and emotional growth, and recognition of
“the greater good.” We present these themes as
the main findings of our research, with a sampling of statements from the photo captions and
comments.
Exploring Students’ Perspectives Through Photovoice
Sense of Responsibility and Purpose. Involvement in the “real-world” service-learning assignment gave photovoice participants a
sense of responsibility and purpose. It was obvious from their reflective comments that students felt that their out-of-class activities helped
them to develop a heightened sense of personal responsibility and effectiveness. Being put in
charge of a group of children was particularly
effective in making them realize that they had
much to contribute to the growth and development of others. As they worked with their young
charges, our students saw the need for commitment to a task—to finish what they start. At the
same time, students’ confidence in their own
ability to succeed was bolstered. Some students contrasted this experience with non-service-learning courses, in which their involvement and performance would not affect anyone
but themselves. By contrast, a service-learning
course demanded that students pay attention to
the needs of others and to act responsibility in
helping to meet those needs. As this study has
found, responding to the needs of others gave
students a sense of purpose: “Fulfilling my service-learning obligation instilled in me a strong
sense of responsibility. It made me eager to be
there” (Celestine); “I experienced a real sense
of purpose … and realized my role in maintaining a good relationship with the [community]
agency” (Frank). In the same vein, several other students made comments considered direct
or indirect references to this theme. For example, one student remarked, “I was prompted to
be responsible and follow through with all of
my commitments and responsibilities.” Another
student commented, “When you enter a classroom and you see the smiles and enthusiasm on
the students’ faces, you have a sense of obligation to be there. They make you want to continue to be there.” One student remarked, “I saw
the benefits to this when my kids would begin
to feel more at ease, as they trusted more and
more that I would be returning every week.”
Another example illustrating students’ sense
of responsibility and purpose is as follows:
“By being the role model we believed the children needed us to be, we became more effective.” A participant who photographed a flight
of stairs saw the stairs as representing both the
challenge that sometimes comes with responsibility and the progress that was necessary for
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achieving one’s purpose. The participant, Fabio,
wrote this caption:
The stairs always take you closer to the
goal. To the destination. They take you
higher and in effect, they move you forward on your journey. From what I have
learned while working with the adolescents, kids will conform. There is a normative influence which takes an effect
on the kids. Similar to the stairs, how
Figure 3. A Sense of Purpose
“Self-actualization—the highest level.”
each stair is dependent on the stair below, each kid is dependent on the other.
Likewise, Peter’s photo of a set of steps illustrated a sense of purpose in seeking self-actualization, represented by the topmost step
(see Figure 3).
Yet another participant mentioned her “purposeful journey” on a path that would make her
a better person. That participant, Tracy, shared
a simple, yet insightful, perspective: “I have
learned…that this path I am on is not always
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going to lead me to situations that I am comfortable in, but at the end of this purposeful journey I will be a better person.” Additionally, a
photo of high-rise buildings on a city block was
captioned as follows: “Buildings show structure
and stability. It is in the same way that it is our
job to be stable with the students and be there
for them when we are supposed to be.” Similarly, a photo of flowers in blossom had this caption: “Individuals blossomed with the help and
encouragement of the other students.”
Youth Potential for Social and Emotional
Growth. Youth living in certain urban neighborhoods are at risk for neglect, if not outright
abuse. It is important to provide for healthy social and emotional development in youth. Doing so can reduce challenging behaviors among
youth and prevent abuse. It is particularly important to consider developmental processes
and build nurturing relationships in appropriate environments. Nurturing relationships with
that will foster and reinforce feelings of confidence and competence among the youth.
In their reflections, students made comments about the potential for social and emotional growth that was evident among the
children/youth being tutored. Students also
mentioned that the interactive, hands-on activities contributed to the cognitive development
of the children. Some students also identified
their own role as nurturing diverse youth, and
one of them, Evelyn, presented a photo of a garden, which illustrated both the diversity and the
growth potential (see Figure 4):
Within the environment lie many different identities, which brighten and
enhance the future. Each child represents a plant in the sense that each
is unique, different, and has an enormous potential to grow…. It is up to
us to nurture them. They require constant observation and care in order to
fully develop.
Photovoice participants noted that the children/youth attending the tutoring sessions
made new friends, learned to express their
Figure 4. A Nurturing Environment
Figure 5. An Act of Caring
“Within the environment lie many different identities.”
“Two kids holding hands as they cross the street:
This shows that they care for the safety of one another.”
each youngster can provide a sense of security
and promote optimal development. College students can model positive, pro-social behavior
ideas and feelings, and seemed more self-confident. Participants viewed these as indicators
of healthy social-emotional development. One
Exploring Students’ Perspectives Through Photovoice
photo drew attention to the caring attitude displayed by two children (see Figure 5).
Some students wrote captions that indicated their own personal and social growth as a result of their service-learning experience. For example, Herman rote: “Helping the youth at Mt.
Tabor benefits them and me. It will improve our
self-esteem because we feel good about helping
others, and we are more positive as a result.” At
the same time, Rose praised the service-learning
program for its impact on her personal growth:
Behavior is driven or motivated by
one’s desire for personal growth and
the need to become all the things that a
person is capable of becoming.… I have
learned that this program was a necessary step for me to grow as a person.
Ingrid submitted a photo of herself with
this caption: “My self-concept and the perception of myself as being a more well-rounded
person after service-learning occurred.” For his
part, Ryan asserted, “Helping the kids complete
a task increased their self-efficacy and also increased my self-efficacy.… Efficacy plays a role
in being able to effectively maintain a balance
between participating in activities and making
sure they are completed.”
Recognition of “The Greater Good.” Altruistic actions are among prosocial behaviors highlighted by students in discussions of their photovoice project experiences. Students recalled
reading about the value of altruistic tendencies
evidenced by unselfish acts and expressions of
concern or devotion to the well-being of others.
Further, students talked about the need for altruistic treatment of community members, especially those who are in need. Some of the
photographs and their accompanying captions
or complementary narratives conveyed the idea
that altruism or concern for “the greater good”
was on students’ minds as they took part in the
photovoice project. In fact, photovoice participants indicated that they recognized the need
to contribute to the betterment of society or
the best interests of the community. Some illustrative quotes from students are as follows:
“Altruism is the action that is completely selfless, must benefit another person and be performed voluntarily without expecting any external reward. We should learn to be altruistic.”
Another student remarked, “Service-learning
opens doors; it provides opportunities to develop a sense of altruism as we perform service
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selflessly, voluntarily, and intentionally.” One
student commented, “It’s more than just a grade,
I have learned to care and enjoy it. You learn
to do something for others unselfishly without
getting or expecting anything in return.” Another student stated, “I discovered that I genuinely like helping for the greater good instead of
[for] personal welfare. The basis of empathy-altruism is seeing a different perspective. I discovered different perspectives as well as similarities between me and the group I was working
with.” And finally, one student added, “I really
felt like I helped a group in the community. …
You should make a long-term commitment to a
cause greater than yourself.” Other students expressed similar sentiments, exhibiting positive
attitudes regarding their experiences.
Taken together, the three identified themes
suggest an overarching theme: making a difference. In this regard, students felt that their service-learning assignment made a difference in
the lives of the children/youth whom they assisted as part of their service-learning assignments. Furthermore, students perceived an advantageous effect of their participation on their
own development. As we discuss in the next
section, the findings offer evidence of the impact of service-learning on self-knowledge and
awareness of others while also demonstrating
the effectiveness of photovoice as a method of
critical reflection.
Discussion
The results of this study shed light on the
purposeful use of photovoice as a reflection
method for students engaged in service-learning, and it provides related insights into students’ attitudes and behaviors. Reflection is a
sine qua non of service-learning pedagogy, requiring critical consideration of the service experience with a view to making meaning of
the experience. Our students engaged in a process of critical reflection that involved not only
the traditional classroom-based sharing of experiences but also the submission of relevant
photos with captions as part of the photovoice
project. Thus, the photovoice project facilitated
learning beyond the bounds of the traditional
classroom through students’ reflection on experiences supporting children/youth. The photovoice project also produced service-learning
outcomes in terms of academic enhancement,
personal growth, and civic engagement (Ash et
206
Hall & Bowen
al., 2005). The expectation is that students will
draw upon their experience, and their learning
from it, to act with more insight and in more effective ways as they pursue their post-college
careers.
The photovoice project, which combined
documentary and artistic elements, appealed
especially to visually oriented students. As we
expected, the project did excite our students in
large part because they viewed it as a creative
approach to documenting learning. Through
the photos and captions they submitted, students demonstrated that service-learning elucidated and reinforced course concepts and consequently added value to their education.
Our analysis of the data suggests that the
process of photovoice allowed students to exhibit self-knowledge as they shared insights
about their personal values and goals (Gelmon
et al., 2001). The process also allowed them to
pay attention to their social environment and to
sharpen their awareness of some issues that local communities face. Consistent with a finding from prior research (Schmidt et al., 2004),
many students seemed to have confidence in
their ability to change the life of a child. By and
large, students found fulfillment in what they
did and what they observed. They articulated
perspectives that are consonant with the personal and social outcomes of service-learning
described in the literature (e.g., Meyers, 2009;
Simons & Cleary, 2006).
The three interrelated themes that emerged
from the analysis of the data encapsulate experiences and perspectives documented in the
photovoice project. Service-learning made a
difference as photovoice participants gained a
greater sense of responsibility and purpose; saw
youth potential for growth, socially and emotionally; and showed heightened awareness of
the greater good. These findings indicate the effectiveness of photovoice as a way to record aspects of students’ experiences as well as their
perspectives on themselves and others.
Limitations and Future Research
Photovoice has inherent limitations. As a
qualitative research method, it relies on personal judgment. Participants are free to take
and submit photos of whatever catches their
interest within the context of the project. Further, each photo offers a limited view by being
only a snapshot of the reality, capturing a mere
moment. Another limitation is that each photo is subject to multiple interpretations. In this
particular study, the photos produced by participants conveyed a somewhat etic (outsider)—
rather than an emic (insider’s)—point of view
and did not reflect the day-to-day reality of marginalized individuals. Undoubtedly, cameras
entrusted to parents or other community members (rather than our students) would yield a
significantly different set of photos. And those
photos probably would be far more compelling
as community members would document the
realities of their lives. However, the captioned
photos and comments by our students suggest
that they were not detached observers. Students
showed considerable awareness and made empathetic comments concerning the circumstances of the children/youth whom they tutored and
supported as mentors.
A photovoice project normally allows participants to share relevant information with key
stakeholders and promotes change based on insights generated (Wang & Burris, 1994; Wilson
et al., 2008). Even though there was information
sharing during the Research Forum, our project stopped short of prompting change-oriented
recommendations to decision makers. Nevertheless, our photovoice project was successful.
It proved an effective method of reflection as
part of the service-learning component of a university course. Students expressed themselves
creatively through their photos, making connections between their coursework and their
service, and providing interesting insights into
their values and attitudes.
Our next photovoice project will focus on
a population that is considerably marginalized
and will emphasize empowerment as a primary
goal. Marginalized populations are often voiceless in spheres that matter; their voices are suppressed, perspectives are unheard, and concerns are unaddressed. That photovoice project
could involve parents and guardians of children
in the local community, and the project could
be instrumental in helping us to see the world
through the lenses of the research participants.
With our guidance, university students could
coordinate the photovoice process and facilitate discussions leading to a set of recommendations for change. In preparing students for
the project, we would discuss how photographs
may provide evidence of a problem and how
a comparison of photographs taken at different
Exploring Students’ Perspectives Through Photovoice
times may reveal significant change that has occurred. Also, we would suggest that community
participants capture images that reflect their reality, whether positive or negative. While coordinating the photovoice process, students themselves would be expected to see the causes and
effects of social problems and to support community members in seeking solutions by contacting decision makers.
In conclusion, the findings of this study offer evidence of the impact of service-learning on
self-knowledge and awareness of others while
also demonstrating the effectiveness of photovoice as a method of critical reflection. Designed
as collaborative work that engages community
stakeholders more fully into the process, photovoice projects can serve a larger purpose. Such
projects can draw attention to real community concerns while giving visibility and voice to
people who are hardly seen and seldom heard.
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Copyright of Journal of Ethnographic & Qualitative Research is the property of Academic
Research Resources, LLC and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use.