The World at America's Doorstep: Service Learning in Preparation to Serve Diverse Populations
Abstract
Immigration trends in the United States necessitate the preparation of new K-12 teachers to teach diverse populations and to recognize the capabilities of immigrant and refugee children. Transformative learning that results from service learning offers a promising opportunity for preservice teachers to gain awareness and change their attitudes toward these children. This study examined the role of service learning where undergraduate education students tutored at a local refugee agency or elementary school. An analysis of their journal entries indicated changes in beliefs and attitudes toward refugee and other immigrant children, including the acknowledgement of their motivation and determination when confronted by challenges not faced by students born in the United States.
