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Document Type

Article

Abstract

Community partnerships have the potential to empower and arm students with the tools to positively engage with all members of society. In this study, the author explores how race and class shaped students’ experiences with community-based research. Participants included 44 social science majors enrolled in an undergraduate research methods course. Students partnered with two community non-profits that served socioeconomically and ethnically distinct communities. Findings suggest that although students expressed varying levels of early resistance toward each partnership, they gained a raised awareness of their feelings toward and their unconscious reactions to race and class and began to work through initial resistance.

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