Preliminary Evaluation of Cultural-Based Service-Learning, (A): Characteristics of Cultural- and Academic-Based Service-Learners

Over the past several years, the number of academic- and cultural-based service-learning courses has increased in higher education (Marxen, 2003). Academic- and cultural-based service-learning are pedagogical approaches that connect academic learning with community service by providing students with opportunities to learn about social disparities associated with diverse communities (Boyle-Baise, 2005; Waldstein & Reiher, 2001). Cultural-based service-learning (CBSL) also known as multicultural service-learning intentionally integrates race- or diversity-related content with service experiences through which students examine their personal bias, gain a better understanding of diversity, and critically analyze the perceived realities of social injustices that affect the community (Baldwin, Buchanan, & Rudisill, 2007; Boyle-Baise, 2005; Waldstein & Reiher, 2001). The few studies that have been conducted on CBSL suggest that service experiences in diverse schools and community settings contribute to the development of students' multicultural skills (Boyle-Baise, 2002a; O'Grady, 2000; Root, Callahan, & Sepanski, 2001; Wade, 2000). The present study offers a comparative evaluation of cultural-based and academic-based service-learning.