Another Look at the Dissemination of the Racial Identity Interaction Model in a Cultural-Based Service-Learning Course

The findings of this research highlight the importance of the diffusion of the racial identity interaction model in a cultural-based service-learning (CBSL) course. Students increased their awareness of racial privilege, institutional discrimination, and racism, as well as they improved their racial and ethnic identity attitudes, social justice attitudes, and problem-solving and multicultural skills by the end of the term. Students also demonstrated multicultural awareness and knowledge in their papers and they exhibited multicultural skills in their reflections. Students developed a deeper understanding of privilege and oppression through their critical reflections of the course content and service context. The incorporation of a racial identity interaction development paradigm in a CBSL course resulted in students engaging in a meaningful dialogue about racial differences with both peers and recipients and it assisted with the transformation of their world views.