Cultural-Based Service-Learning as a Transformative Learning Experience for Undergraduate Students and Community Recipients

A triangulation mixed-methods design was used to evaluate differences in student development and community engagement outcomes for 82 cultural-based service-learners in a college psychology class, and to detect the value of cultural-based service-learning (CBSL) for community recipients. CBSL intentionally integrates academic learning and service experience with diversity and social justice course content. The results indicate that cultural-based service-learners increase their short- and long-term commitments to community service and decrease their interest in learning about culturally diverse recipients and the diversity content of the academic course. Cultural-based service-learners also develop multicultural competencies through five-stages of cultural-ethnic development from pre-service to post-service. In addition, community recipients evaluated the cultural-based service-learning program post-service (i.e., after the program ended). The results further indicate that teachers and children were generally satisfied with tutors and mentors. Teachers thought cultural-based service-learners were effective in helping the children improve their academic performance and assisting them in the classroom. Implications for developing culturally-based service-learning courses are discussed. (authors)