The+effects+of+participation+in+multicultural+SL

Download a PDF of this page ** The effects of participation in multicultural service learning with refugee and immigrant populations in undergraduate students’ self-perceptions of multicultural competence ** Nadia De Leon, Adjunct faculty, Department of Folk Studies & Anthropology, Department of Diversity and Community Studies Doctoral student, Educational Leadership Community Engagement Coordinator, ALIVE Center for Community Partnerships Western Kentucky University
 * [nadia.deleon@wku.edu]**


 * Keywords:** Multicultural competence, self-assessment, cultural diversity, global responsibility, quasi-experimental


 * Conference track:** Higher education student outcomes


 * Format:** Research/Scholarly paper

This preliminary study evaluates the effects of a multicultural service-learning program on the multicultural competence of undergraduate students enrolled in Cultural Diversity in the U.S., a general education course at Western Kentucky University. Preliminary findings are the basis for hypothesis-formation for ongoing dissertation work.
 * Summary**

Higher education in the 21st century has acknowledged the need to prepare global and socially responsible citizens. Service-learning experiences are one of the many pedagogical tools faculty utilize in order to ensure students meet such learning goals, particularly service-learning programs with minority and/or foreign populations. For this course, faculty utilize //The $100 Solution//™ program in which groups of students partner with local immigrant and refugee families.

This quasi-experimental study uses pre- and post-course self-assessment results that have been collected across two semesters with 253 student participants. By comparing information from students who complete the service-learning component versus those who do not, this study seeks to answer the following central question: Is participation in multicultural service-learning experiences positively related to an increase in students’ self-assessment of multicultural competence?

In the three-semester pilot stages, the researcher has been utilizing a modified version of the Self-Assessment of Multicultural Awareness, Knowledge, and Skills as the measuring instrument. The data analysis to date suggests that the course has a positive impact on the students’ perception of their multicultural competence.More specifically, the course’s largest impact is that all students perceive a greater increase in their multicultural knowledge (12.22% average increase as compared to 6.94% average increase in their multicultural awareness, and 6.5% in their multicultural skills). Students who complete the service-learning component perceive a greater increase (9.44%) in their multicultural competence than their control counterparts do (5.70%). Furthermore, the most significant impact that participating in the service-learning project has on students is on their perception of their own multicultural skills (5.85% larger increase for service-learning students than for non-service-learning students). Service-learning students had an average increase of 7.66% in their multicultural skills self-assessment scores, whereas non-service-learning students had an average increase of 3.06%.

Anderson, P. H. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. //International Journal of Intercultural Relations, 30//, 457-469. doi:10.1016/j.ijintrel.2005.10.004
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