ABSTRACT
In this chapter, the author reexamines and updates the ongoing discussion regarding service-learning's impact on learners attitudes and beliefs. More recently, refinements in Contact Theory (CT) have deepened understanding of the necessary but not sufficient conditions for authentic attitude change to occur. He reviews CT as a theoretical framework from which the author can evaluate the potential effectiveness of service-learning as an attitude-change tool. Recent developments have extended understanding of the facilitating conditions that promote attitude change. In general, service-learning teaching activities aimed at attitude change continue to lack the necessary conditions proposed by social psychologists. The new findings in social psychological research extend an understanding of the necessary conditions through which successful attitude change might occur, and the people would be wise to consider conditions when designing service-learning activities aimed at promoting civic engagement.
