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A MULTICULTURAL PARTNERSHIP FOR CHANGE

 Pamala V. Morris, John G. Pomery, & Kate Murray 
Purdue University
U. S. A.

The Need for Change
Service Learning as a Vehicle for Change
An Example of Service Learning as a Potential Change Agent
Cultural Immersion Impact
Conclusion
References

The Need for Change

As a result of innovations in the areas of science, technology, and political development, our nation stands at a unique juncture in history. There is a better hope than ever before for achieving peace and harmony, decent housing, good nutrition, appropriate health care, education, and meaningful employment.  However, this hope may be lost for many people if we fail to develop effective initiatives that will drastically reduce poverty and social inequalities.  More than half of our nation's population is under the age of twenty-five. A large majority of that group is still open to education, skills training, the influence of positive role models, and benefits of established relationships with and counsel of adults who care.  We must act expeditiously, recognizing that the promise of childhood is often contaminated by exploitation, neglect, and the harmful effect of the many aspects of exclusion.  [paragraph 1]

The needs are tremendous, and the window of opportunity is neither large nor long term.  Children and youth of today have the potential to be productive citizens, to protect themselves, to have loving and respectful relationships, and to make the world a better place for everyone to live.  However, they must first receive education, information, and an emotional support system to help them make informed decisions and become active participants in public life.   [paragraph 2]

Stereotypical extremes of policy, whether of the social-Darwinian “work-or-starve” variety or of the overly protective “suffocating-with-unlimited-services” approach, seem to have clear limitations.  The middle ground requires a strong element of nurturing of “at-risk” individuals at an early stage of their lives, where self-esteem, attitudes to society, attitudes to others, and aspirations are still malleable.   It also requires a citizenry that neither ignores nor glamorizes those traditionally seen as “less fortunate” but is willing to offer help in a reciprocal manner. [paragraph 3]  

Education, at all levels and through various institutional systems, plays a major role in changing attitudes and actions through the knowledge, information, skills, and experiences a person gains while engaged in the processes of training, socialization, and enlightenment.  Schools and community-based educational programs are two of the many places where the culture and its values are transmitted (Sizemore, 1988).  Therefore, it is imperative that schools and community-based educational programs, which are publicly charged with directly influencing young people, provide environments that embrace mutual respect for and acceptance of all dimensions of human differences.   [paragraph 4]

Much of the debate and research, relative to the infusion of a multicultural approach, has focused on institutions of formal education.  To date, little or no dialogue exists advocating the infusion of the highly complex issue of multicultural education into the curriculum of informal educational community-based programs.  If multicultural education is a recognition and appreciation of pluralistic epistemologies in a society, does its practice have to be tied exclusively to the school environment?  If multicultural education is an argument for “indigenization” of knowledge that represents cultural and political interests of the particular youth and their communities, can schools adequately fulfill that role (St. Lawrence & Singleton, 1976).  The answer to both questions is “no."  [paragraph 5]  

In a society where respect is accorded in relation to power, all marginalized groups must extend the struggle of multicultural education beyond the classroom (Phillips, 1995).  This venue allows youth of all ages, from all walks of life, to be socialized in their heritage.  More importantly, this process affirms the indigenous knowledge of different cultures and shows how the political economy perpetuates cultural hegemony against specific cultures in our society (Phillips, 1995).  The ability of these community-based educational programs to play a pivotal role in addressing the needs of youth is dependent upon their ability to expand programs to access both diverse and traditional audiences and their capacity to reflect diversity at all levels of their organization.  These programs offer structured, challenging opportunities to youth through which they also interact with caring, principled adults.  [paragraph 6]

How can we have a positive impact on the lives, opportunities, and aspirations of those “at risk,” while simultaneously bringing understanding, concern and empathy into the thinking of those  with more socioeconomic means?  This is a particularly acute issue in an age of cost-consciousness and accountability and in an age where individualism and self-realization are often promoted in the youth culture at the expense of social concern and service to those with less socioeconomic means.  [paragraph 7]  

Service Learning as a Vehicle for Change

In today's increasingly multicultural society there is a growing awareness of the value in realizing service-learning's potential for reconnecting the university to a public sphere and facilitating citizenship education.  Those directly or indirectly affiliated with the Cooperative Extension Service at a land-grant institution of higher education will find the notion of connecting university and the public sphere familiar and comfortable.  But the methods of connection may be broader and more difficult than traditionally utilized.  [paragraph 8]

Contributing ideas and putting knowledge to work by assisting citizens in their effort to overcome existing and future challenges has always been integral to the threefold mission of land-grant institutions: teaching, research, and service.  Of course, it is known by many that the Cooperative Extension Service has a rich heritage of serving communities throughout the nation.  So, what is different and why do we need to refocus our efforts?  [paragraph 9]  

According to the Kellogg Commission, it is time for state and land-grant institutions to move beyond outreach and service to an authentic scholarship of engagement.  The Commission believes that engagement goes beyond extension, conventional outreach and public service.  They define engagement as a partnership where all parties involved, including both university and community partners, are committed to shared planning, shared decision-making, shared evaluation, and mutual respect for what each entity brings to the table (National Association of State Universities and Land Grant Colleges in association with Kellogg Commission on the Future of State and Land-Grant Universities, 1999). Until now, the outreach concept of the Cooperative Extension Service has typically emphasized a one-way process where the university “experts” transferred knowledge and expertise to clientele.   [paragraph 10]

It is believed that the creation of an engaged university will better prepare students for today's multicultural society by developing a strong sense of civic responsibility.  This means being able to understand self, what one has to contribute, one’s relationship to others who are viewed as being different, and one’s stake in community issues.  Active participation is imperative if we expect our democratic society to thrive.  A vibrant civil society exists when citizens become involved in civic and public affairs and can identify and debate shared values about the common good, while celebrating diversity and individual freedom.  A vibrant civil society also exists when citizens not only celebrate diversity but begin that visionary journey toward becoming culturally competent: in other words, getting beyond stereotyping people who appear to be different.  Cultural stereotypes abound in American society, and their prevalence reveals how little we really know about each other.  According to Summerfield (1977), national surveys confirm that a large percentage of Whites as well as minorities tend to believe stereotypes--mostly negative--about each other and that minorities tend to resent each other almost as much as they do Whites.   Although the surveys are outdated by now, the trend seems to remain true.  Stereotypes can hold up only so long as we see no real people behind them.  When we discover each other as actual human beings—with personalities and unique personal stories—we begin to refine our thinking (Summerfield).  Once we get to know the various stories of different individual people or groups, the fear begins to diminish and the stereotypes begin to fade.  A well run service-learning program can address these issues, because it provides opportunities for young people to educate themselves about the demands and challenges of public life and citizenship. For these as well as other reasons many institutions of higher education are embracing service-learning as a strategy of engagement in a multicultural society.  [paragraph 11]  

Service-learning is a form of experiential learning, often course based, in which students participate in an organized service activity that meets community needs.  Experiential education defies the notion that knowledge can be strictly compartmentalized within distinct spheres and disciplines. This is accomplished by having students and faculty enter into the learning environment with the expectation of being challenged by complex forces and mutable settings, coupled with clear understanding of the processes involved in learning.  This not only deflates the university's dominance as sole generator of knowledge, but it engages students in processes that are intrinsic to communities and society.  [paragraph 12]  

Service-learning goes beyond volunteerism by emphasizing two key elements:

Service-learning is particularly beneficial because it simultaneously meets the needs of the community, university, students and faculty.   [paragraph 13]

Imagine what could be accomplished and learned if organizations serving youth actively partnered with community colleges, other institutions of higher education, and/or organizations addressing community needs to design and engage in service-learning projects together.  Imagine using service-learning as a strategy to address the multicultural agenda.  Developing multicultural partnerships is one of the keys to achieving a shared agenda for redressing past inequities and for shaping a future based on consensus and common values.  Achieving a viable partnership, however, is not always easy as it requires patience, willingness to hear different perspectives and a vision that transcends individual or group interest.  [paragraph 14]  

An Example of Service Learning as a Potential Change Agent

By making classroom learning more meaningful through community involvement and taking the issues that confront communities seriously, two educators at Purdue University are using service-learning as a vehicle to embrace the terms of engagement advocating a pluralistic society.  The two educators, in collaboration with the Marion County Cooperative Extension office and the Martin Luther King Multipurpose center in Marion County, have developed a 2-3 credit hours service-learning course for undergraduate students.  A core part of the course requires students to immerse themselves in a cultural activity and interact with members of another culture.  Therefore, the course is facilitated through a program entitled "High Hopes" which is held at the Martin Luther King Multi-Service Community Center in Indianapolis.  The center is located in the inner city of the county and serves a predominantly African-American population.  The operational and organizational goals of the center are to:

The High Hopes Program is facilitated by two instructors, each from a different discipline.  The first instructor is a Purdue University associate professor from the Krannert School of Management while the second instructor is an Assistant professor/ Extension Specialist from the state 4-H/Youth Development department at Purdue. Enrollment in the course normally ranges from 5-10 students, although it is hoped that the enrollment will become larger with the increasing awareness of service-learning on campus.  Undergraduate students from all disciplines are encouraged to participate. Up to now the majority of students enrolled in this course have been management majors, predominantly Caucasian and from rural areas.   [paragraph 16]

This course meets one afternoon a week, from mid-afternoon until early evening, normally meeting for approximately four and one half hours.   It requires students to travel one hour to the Martin Luther King Jr. Multi-service Community Center where they serve as tutors and mentors for children and youth ranging from ages 6 to15 who attend daily an after- school program.  Service-learning students serving as tutors for children and youth hold special promise because they can enhance social and educational needs that are currently not being fully addressed by public education. These students also act as role models at the same time.  This demonstrates to those being tutored that it is "cool" to be knowledgeable and academically successful.  Engaging with older students as tutors might also imply to those tutored that it is "cool" to make a contribution to another person's life.  On the other hand, tutors benefit from this experience as well, since teaching is often the best way to learn.  [paragraph 17]  

The mentoring program provides children and youth with an enhanced sense of connection to another person who can become significant to them, who is available to talk to, from whom they learn, and with who they build a relationship.  Regardless of whether the relationship is in a homogeneous or a heterogeneous population, it always involves a bridging between differences.  Given that relationship involves movement between differences, we can easily see how relationship building plays a key role in learning how to value and manage diversity (Griggs & Louw, 1995).  Mentoring programs involving younger and older students can help younger ones to feel less alienated, building a sense of belonging and trust.  For those that are mentoring, the experience can be empowering and competence-building.  Often the mentors learn just as much from the children as the children learn from them.  This experience can have a pivotal impact on what each mentor begins to believe is truly important in their life.  A cultural immersion of this type can also begin to dispel some of the negative stereotyping that exists for both groups.  Understanding the cultural background of all groups is key in building bridges to create unity, harmony, and respect.   [paragraph 18]  

Each semester, before the initiative begins, Purdue professors and enrolled students collaborate with the Director of the center to identify community and youth needs and establish specific goals for the semester, which are grounded on the broad goals of the program.  The goals of this service-learning initiative are to provide students, both from the university and the center, with the followings: 

The first two weeks of the semester are spent at Purdue, where orientation and classroom discussion take place.  The early meetings are set up to familiarize the students with the main tenets of service-learning, the process, and the expectations for students during their field experience.  The following service-learning principles provide a guide for the students and our discussions:

In return, students are expected to:

This initial "orientation" serves as a way to facilitate discussion about the pre-conceived notions of service-learning and makes the mission of service-learning clearer to the students.  The importance of incorporating elements of reciprocity and reflection in service-learning programs is also thoroughly explored.  The orientation also serves as a way for students to begin examining their own cultural biases, educating themselves about genuine cultural information, and using the cultural information as advisory only (not to stereotype a cultural group) (Griggs & Louw, 1995).  This self-examination includes unlearning the myths that have kept us disconnected from people who we view as being different from us and initiating a discussion to understand how power and unearned privilege serve as tools of oppression.   [paragraph 22]

During the actual field experience, the students from Purdue break into three or four groups, according to their major or areas of interest and needs of the youth.  There are normally two Purdue students per group, who serve as facilitators of discussion.  The students are also responsible for disseminating specific information relative to the group topic.  The topics that are taught differ from semester to semester, but usually consist of a mix such as computer training, ways to improve positive self-images, health awareness, and art education.  [paragraph 23]  

Once the Purdue students and youth are assigned to a learning group, the Purdue students develop creative and interesting methods to present the youth with information pertinent to their learning group. They then discuss what they have learned and encourage constructive dialogue among the youth. Instruction is encouraged to be both reflective and interesting so that youth begin to associate learning as being a fun and positive experience.  The Purdue students who team-teach at the center are also expected to follow the experiential learning model, taking into account the various learning styles of the individual youth.  After four weeks, the youth rotate into a new learning group, where the same teaching instruction and learning process ensues.  [paragraph 24]  

The following are some examples of projects that each High Hopes learning group has participated in:

At the end of the semester, professors provide a session for the service-learning students to debrief and evaluate the experience.  This is an important and much-valued part of the overall experience, where the college students are encouraged to evaluate their own contributions and experiences in a positive, yet critical and reflective manner.  During the semester they have also completed weekly journal entries recording their activities, discussing their experiences and reactions, and exploring the material in the reading assignments.  These weekly writings, in combination with discussion during the van trip, provide a level of awareness and interaction with peers and instructors, which is significantly higher than in most traditional courses.  Reflection and debriefing during the final course meeting thus create both a sense of closure and a more encompassing understanding of the implications that the semester has had on the students and the broader community.  [paragraph 26]  

Cultural Immersion Impact

This cultural immersion was found to be effective in promoting self-awareness and cultural empathy and reducing racism.  It became a ground for exploring differences as well as similarities in thinking and understanding.  On several occasions, participants strived to remain open to the diversity in the group, even when it stretched them beyond their capacity and comfort level.  However, as relationships were developed, most participants begin to trust each other and as a result begin to share cultural experiences that have shaped their worldviews.  A very useful and valuable skill and tool also emerged: intentional listening.  All participants learned that when you listen well, without trying to ‘fix’ or defend, your respect for others, as well as your self-respect, will grow.  [paragraph 27]  

Stereotyping is a normal way of categorizing and making sense of our complex world; however stereotypes can be debilitating if they are not properly analyzed and addressed.  It appears that this experience had an effect on reducing certain stereotypical attitudes for both the undergraduate students and  after-school program participants.  After reviewing the Purdue students’ reflective journals and facilitating a debriefing session at the end of the semester with participating youth and undergraduates, it was noted that attitudes had changed for the positive.  Students, in general, felt that all people count as individuals and that interdependence is needed between all ethnic groups.  African-Americans students were seen as being more gentle and family-oriented as well as having individual feelings, aspirations, and attitudes.  The undergraduate students also noted that African-Americans have a heritage of which they are proud.  On the other hand, youth participating in the after-school program mentioned that the undergraduate students are open and have “soul,” that not all Whites are racist and they have their own hangs-ups too, and that there are some Whites interested in learning about the African-American perceptions and culture.  [paragraph 28]  

Conclusion

As this article strongly suggests, using service-learning as a strategy for multicultural education can be beneficial to many people: college students who participate, the recipients of the service, the university and communities.   Service-learning offers the opportunity for the college participants to directly experience and actively work with academic concepts presented in the classroom.  In addition, participating in service-learning can bring a great sense of satisfaction and empowerment by helping students to learn through active, hands-on experiences, while preparing them for future leadership in a global society.  The recipients of the service have many of their needs met and are teaching the "tutors" just as much as they are being taught.  It also adds a renewed sense of hope, encouragement, and confidence for the recipients, helping them to believe in the goodness and good will of people.  [paragraph 29]  

The institution of higher education, in this case Purdue University and the Cooperative Extension Service, benefits in a variety of ways.  Positive outcomes for the University are likely to include enhanced retention among college students; enhanced recruitment of students from less-privileged environments; better relations with citizens and state legislators; and greater appreciation by prospective employers, by parents and by present and future alumni.  For the Extension Service, there has been a gain in visibility among students and faculty on campus as well as in the community.  Extension outreach has been supplemented by the skills and enthusiasm of college students, and the collaboration of co-instructors often from disciplines not traditionally associated with extension activities.  The Extension Service also has an opportunity to situate itself on campus as a valued player in an engaged institution advocating a pluralistic society.  It utilizes its statewide network of extension educators and community “facilitators,” while applying pieces from its powerful arsenal of instructional material developed for related programs such as 4-H/Youth. Finally, the community also gains from service-learning, as it helps to address specific community needs and adds a new level of valuable community resources such as young people.  [paragraph 30]

Above all, according to research, service-learning helps to "cultivate a new generation of caring and experienced activists and volunteers" within the community.  Successful service-learning programs work in a variety of ways. No two programs will be exactly alike.  What works well at one school, university and/or community may not work at another.  Therefore, it would benefit us to distill approaches from numerous sources to create a custom-made service-learning program that fits local needs. An evaluation instrument must also be developed.  Evaluation should be reciprocal to measure the level of student learning and community needs that are being met.  As one can see, everyone involved is expected to benefit from service-learning initiatives. There are no losing propositions here.  Any way one looks at it, service-learning is a winning combination of hands-on learning and community service that just might assist us in reducing stereotyping and discrimination.  [paragraph 31]  

References

Griffin-Wiesner, J., Byers, M., & Margolis-Rupp, B. (2000). An asset builders guide to service learning. Minneapolis, MN: A Search Institute Publication.

Griggs, L. B., & Louw, L. L. (1995). Valuing diversity: New tools for a new reality. New York, NY: McGraw-Hill.

National Association of State Universities and Land Grant Colleges in association with Kellogg Commission on the Future of State and Land-Grant Universities. (1999). Returning to our roots: The engaged institution. (Third Report).  Washington, DC: NASULGC Office of Public Affairs.

Phillips, E. N. (1995). Multicultural education beyond the classroom. In C. E. Sleeter and P. L. McLaren (Eds.), Multicultural education, critical pedagogy and the politics of difference (pp. 371-398). Albany, NY: State University of New York.

St. Lawrence, T., & Singleton, J. (1976). Multiculturalism in social context: Conceptual problems raised by educational policy issues. Anthropology and Education Quarterly, 7 (4), 19-22.

Sizemore, B. A. (1988). Summary and discussion. In D. T. Slaughter and D. J. Johnson (Eds.), Visible now (pp. 199-204). New York, NY: Greenwood .

Summerfield, E. (1977). Survival kit for multicultural living. Yarmouth, MA: Intercultural Press.

Pamala V. Morris, Ph. D., is currently Assistant Professor and 4-H/Youth Development Specialist in the School of Agriculture at Purdue University. She has been an effective leader in the areas of cross-cultural education and service-learning. As faculty, her primary focus has been to inform youth and adults on a national and local level about the changing faces of a global society and to increase their understanding and appreciation of cultural differences and similarities. (She may be reached at pvm@four-h.purdue.edu.)

John G. Pomery, Ph. D., is Associate Professor of Economics in the Krannert School of Management at Purdue University  in West Lafayette. Since June 1997 he has chaired the Purdue ad hoc Task Force on Citizenship Education, and in the summer of 1998 he became Community Service Director for the campus. He has taught service-learning courses since Fall Semester 1998 and was an Indiana Campus Compact Faculty Fellow for 1999-2000. (He may be reached at pomeryj@purdue.edu.)

Kate Murray completed her undergraduate degree at Purdue University in 2000 and in the semester immediately following her graduation assisted in the teaching of two service-learning courses. In addition, she worked for the Purdue ad hoc Task Force on Citizenship Education in a variety of roles, including creating the groundwork for an ongoing proposal for a Department of Housing and Urban Development (HUD) Community Outreach Partnership Center (COPC).  She currently pursues a Master's degree in Social Work at the University of Illinois at Champaign-Urbana.  (She may be reached at katebth@hotmail.com.)