RACIAL IDENTITIY DEVELOPMENT OF UNDERGRADUATE STUDENTS ENGAGING IN THE COMMUNITY SCHOOLS CONTEXT

This study examined the racial identity development of undergraduate students participating in service-learning experiences within Community School contexts. Grounded in the theoretical frameworks of Critical Race Theory, Critical Whiteness Studies, and Racial Identity Development Theory, the study examined how service-learning experiences might influence participants’ understanding of race, social justice, and their own positionality as future educators. Using a sequential explanatory mixed methods research design, the study began with the administration of the White Racial Identity Attitudes Scale (WRIAS) to 30 undergraduate participants.

Quantitative findings revealed statistically significant shifts in racial identity statuses over the course of the semester. The change in statuses was most notable between the earlier statuses of Contact and Disintegration with a correlation to Pseudo-Independence within the generated racial identity development profiles. Based upon the quantitative results, 3 participants were selected for in-depth, semi-structured interviews to further explore their perceptions of Community Schools and the factors contributing to changes in their racial identity development. Thematic analysis highlighted how direct engagement with Community Schools prompted students to confront colorblind ideologies, examine their own identities, and articulate emerging commitments to educational equity. Participants described these experiences as transformative, often citing specific interactions with students and teachers from their service-learning placements.

The findings suggested that Community School contexts can serve as powerful sites for racial identity development, particularly when paired with structured opportunities for critical reflection. This research contributed to the broader field of education by illustrating the potential of service-learning to not only enhance awareness of issues of social justice but also support the development of racially conscious educators. Implications include the need for intentional curricular integration of racial identity work and a shift to viewing service-learning as a social-justice driven pedagogical practice.