As seen in previous literature, much of the empirical research over the past twenty years has focused on documenting positive student outcomes associated with service-learning. Despite this attention, only a few studies have also explored the role that individual characteristics play in participating in such outcomes. Susan Jones (2002), for example, believes that a student's ability to actively participate in all aspects of their service-learning experience depends on “the intersection of the student's background. . . , the developmental preparation for such a learning experience, and the privileged conditions that place a college student in a community service organization as a volunteer in the first place” (p. 13). As a result, various complexities may emerge as students “engage with ill-structured and complex social issues present in community service environments typically associated with service-learning courses” (Jones, Gilbride-Brown, & Gasiorski, 2005, p. 4 ). Jones refers to this trend as the underside of service-learning, which includes previously held assumptions, stereotypes, and privileges. Consequently, resistant attitudes emerge as a process by students of negotiating their identity while giving meaning to the service-learning experience. However, the aforementioned discussion occurs when approaching service learning as a critical pedagogy that strives for social justice (p. 7). In other words, when designing a service-learning curriculum to help students develop self-awareness, awareness of others, awareness of social issues, and the development of ethics in service and social change. In order to examine service-learning from the perspective of student resistance, Jones proposes a new model: The Critical Development Lens...... half of the article...... (Re)constructing student identity and resistance. In D. W. Butin (Ed.), Teaching the social foundations of education: Contexts, theories, and issues (pp. 109-126). Mahwah, NJ: L. Erlbaum Associates.Frankenberg, R. (1993). White women, issues of race: The social construction of whiteness. Minneapolis: University of Minnesota Press.Jones, S. R. (2002). The underside of Service Learning. Campus Information, 7(4), 10-15.Jones, S. R., & Abes, E. S. (2004). Enduring influences of service-learning on college students' identity development. Journal of College Student Development, 45(2), 149-166. Jones, S. R., Gilbride-Brown, J., & Gasiorski, A. (2005). Getting into the “underside” of Service-Learning: Student resistance and possibility. In D. W. Butin (Ed.), Service-learning in higher education: Critical issues and directions (pp. 3-24). New York: Palgrave Macmillan.