Exploration of the Value of Cultural-Based Service-Learning for Student and Community Participants, (An)

A triangulation mixed-methods design was used to demonstrate that cultural-based service-learners in a high diversity condition (N = 51) increased more from the beginning to the end of the semester in their social justice awareness and academic engagement skills than did cultural-based service-learners in a low diversity condition (N = 33). Cultural-based service-learners showed positive changes over the semester in problem-solving skills, awareness of racial privilege and blatant racial issues, ethnic identity, and racial attitudes, regardless of whether they were exposed to high or low diversity content. Cultural-based service-learners acquired cultural competence as they moved through five stages of racial identity development before, during, and after service. Implications for developing culturally based service-learning courses are discussed. (authors)