Treffer: Coming Full Circle: Service-Learning and the Preparation of Future Educators at a Hispanic-Serving Institution.

This article is based on a qualitative case study that explores the experiences of undergraduate students enrolled in a critical service-learning course at a Hispanic-Serving Institution. Grounded in culturally sustaining pedagogies, the course paired undergraduates with fourth-grade students from an elementary school for a mentoring experience. Using data from participant interviews, course artifacts, and demographic questionnaires, the study examines how participation in the course influenced undergraduates’ understandings of cultural identity, sense of belonging, and critical consciousness. Framed by the theory of community cultural wealth, findings indicate undergraduate students drew on their linguistic capital and activated their familial and resistant capital as key resources in their mentoring relationships. [ABSTRACT FROM AUTHOR]