Community Service Learning for Multicultural Education: An Exploratory Study with Preservice Teachers.

Through an interpretative case study, Boyle-Baise investigates the impact service-learning experience has on one group of preservice teachers in a multicultural teacher education class. Students were placed in programs with diverse populations. Impact on students can be grouped into three categories: some felt the experience was nothing new; for some this was the first substantial exposure to diversity; and for others it was a chance to become more aware of diversity. Service-learning promoted awareness, acceptance, and affirmation of cultural diversity. However, the experience did not necessary dispel stereotypes, and the experiences did not prompt students to question societal inequality.