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“I See Myself in Them”: Understanding Racialized Experiences of Students of Color Through Critical Race Service-Learning
Abstract
This chapter explores a first-year ethnic studies course to highlight the importance of engaging the diversity within the classroom in relation to the diverse communities being served. Students participating in this course are self-identified Students of Color, many of whom are first generation college students, from lower socioeconomic communities. Introducing a Critical Race Service-Learning framework, the authors highlight how Students of Color in this course learn about race, class, gender, language, citizenship status, phenotype, sexuality, etc. to challenge the status quo while also actively engaging in service-learning with/in diverse communities as an empowering pedagogy. Findings indicate the foundational tools learned within the course pushed students to speak back to the educational inequities they witnessed at their service sites and experienced in K-12 to further empower them to continue giving back to their communities beyond college.
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