"I do more service in this class than I ever do at my site": Paying Attention to the Reflections of Students of Color in Service-Learning

This chapter aims to illuminate the experiences of students of color in service-learning classes by presenting challenges and concerns of traditionally underrepresented students dealing and working with their white peers.The chapter incorporates interviews with 10 students of color enrolled in a required service-learning course at a small public university. The authors' analysis is guided by a conceptual framework that employs DuBois's double consciousness alongside King's dysconsciousness as a way of uncovering how a person's understanding of racism may in turn guide and shape his or her approach to making sense of service-learning. What results are three tensions that affect the classroom and how students respond to the service-learning experience. (authors)