here continues to be an urgent need to restructure traditional
PK-12 educator preparation programs to prepare
culturally responsive teachers who recognize multiple
ways of thinking and support a wide range of cultural perspectives
and practices (Barnes, 2006; Oakes & Lipton, 2003; Taylor, 2010;
Villegas & Lucas, 2002). Students of color whose teachers teach in
culturally responsive ways fare better than those whose teachers
do not use culturally responsive teaching (Ladson-Billings, 1994).
Engaging PK-12 preservice teachers in service-learning opportunities
that allow them to interact meaningfully with children and
families from nondominant cultures and backgrounds may support
the development of culturally responsive educators. The question
remains, however, as to whether service-learning makes such
a difference and if so, what types and elements of service-learning
lead to these transformational ends for preservice professionals.