Thirteenth International Conference on The Arts in Society

Abstract

Research has shown that service learning with a culturally specific arts organization has assisted graduate Arts Administration students’ acquisition of specific social justice competencies. However, it is unclear how this approach to learning impacts students’ perceptions of social groups different from them. Furthermore, it is not known if graduate Arts Administration students from privileged social groups benefit more from this education than those from unprivileged social groups. Therefore, this paper will investigate two research questions. First, does service learning with a culturally specific arts organization negatively, positively, or neither negatively or positively impact graduate Arts Administration students’ perceptions of groups different from them? In addition, do graduate Arts Administrations students from privileged social groups benefit more from social justice education than those from unprivileged social groups?