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This qualitative case study examined the experiences of three Latina students in a higher education service-learning program. A review of service-learning literature found limited research dedicated to understanding the qualitatively different experiences of students of color operating in historically and predominantly white higher education institutions’ service-learning programs. Though the diversity benefits of service-learning are documented, research is inconclusive on whether service-learning program culture adequately meets the needs of all racially/ethnically diverse students. The study utilized student interviews and classroom observation to build understanding of the unique experiences of three Latina students participating in a service-learning course taught by a Latina instructor at a large public Minority Serving Institution (MSI) in the southwestern United States. Results of this study revealed that all three Latina students had overall positive experiences in the service-learning course; these experiences included an inclusive classroom environment, feeling encouraged to share personal experiences on issues of oppression and power, and gaining an overall sense of agency and empowerment for engaging in the community. The professor’s race/ethnicity was important to the Latina study participants who felt that her proud Latina identity made her more relatable and a positive role model of a strong, civically engaged Latina woman in a white male-dominated world. Factors that were found to influence disengagement from service-learning in this study include lack of awareness, scheduling conflicts, socioeconomic status, age, nationality, and exposure to community engagement growing up. Study participants agreed that, most often, issues of race and equity were brought up in the course by individual students sharing personal stories in connection with the course content. This study suggests that service-learning courses in which students of color enjoy positive experiences are also reflective of culturally responsive classrooms that value the unique experiences of racially/ethnically diverse students. The results of this study provide a model for culturally responsive service-learning design and offer recommendations for future studies on the differentiated experiences of racially/ethnically diverse students based on the identity of the course instructor and level of cultural responsiveness being implemented in the classroom.

This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational \"ability\" broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, \"regular\" education, bilingual \"regular\" education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework andconcrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to \"things to think about,\" but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.

This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational “ability” broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, “regular” education, bilingual “regular” education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework andconcrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.

In 2016, I became the camp director of an international, full-scholarship leadership program committed to helping young people grow intellectually, ethically, and globally, specifically through the appreciation of diversity, expansion of intellectual horizons, and leadership in the service of others. [...]it may be impossible to train anyone to be fully competent in another culture. [...]the environment you create should allow participants to step well out of their comfort zones, knowing that they can trust in the community enough to share personally and challenge perspectives about important issues. (2016). youtube.com/watch?v=NVevKISMyx 0&list=PLm88fe1MIuDZK2YcSnLibXW0ufq4J-8OS Resources from Camping Magazine: * \"Attracting Diverse Staff and Campers,\" by Garrett Colgan-Snyder (September/October 2011) * \"Camp Diversity: A Call to Action\" (March/April 2013) * \"Programming for Social Justice with Campers\" by Ann Gillard (January 2017) * \"Social Justice and Camp - Talking about it\" by Ann Gillard (September/ October 2016) Tips for Training a Culturally Responsive Staff Team 1.