Abstract
This study employs a critical service-learning framework to examine how participation in a university-led service-learning initiative influences students’ understanding of homelessness and housing justice. Utilizing a mixed-methods approach—including focus group discussions and analysis of students’ written critical reflections—the research extends existing scholarship by exploring how community-based learning experiences reshape students’ perceptions of individuals experiencing homelessness. Additionally, the study explores whether a program designed to foster sustained engagement encourages students’ ongoing involvement even after the completion of an academic course, and whether the program deepens their understanding of advocacy and housing justice. Findings indicate that students highly valued their participation, and many expressed intentions to remain involved beyond the course. Students also offered feedback for improving the program to better equip them to be advocates. The study concludes with recommendations for future research to advance similar programs in fostering meaningful outcomes for both students and the local community.