Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374340 | Teaching and Teacher Education | 2011 | 12 Pages |
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.
► Discussion positively affects all multicultural service learning (MSL) outcomes. ► Pre-service teachers’ social identities have varying effects on each MSL outcome. ► K–12 students’ social identities exert varying effects on MSL outcomes. ► Support from MSL site supervisors positively contributes to most learning outcomes.