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The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on pre-service teachers’ learning

Authors
Journal
Teaching and Teacher Education
0742-051X
Publisher
Elsevier
Publication Date
Volume
27
Issue
7
Identifiers
DOI: 10.1016/j.tate.2011.05.004
Keywords
  • Multicultural Service Learning
  • Pre-Service Teachers
  • Diversity
  • Urban Schools
Disciplines
  • Education

Abstract

Abstract Multicultural service learning (MSL) seeks to develop pre-service teachers’ capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers’ social identities, MSL contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. We find that pedagogical engagement positively contributes to all three outcomes. Pre-service teacher’s social identities and MSL contextual factors, however, have variable effects. We explore the pedagogical and research implications of this multidimensionality.

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