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Results of the Black Metropolis Model (BMM) of service learning are analyzed and illustrated in this article to explain how to "put the learning in service learning." There are many soup kitchens or nontransforming models of service learning where students are asked to serve needy populations but internalize and learn little about the service in their service learning. The results of a successful transforming model of service learning are presented to demonstrate how to put the learning in service learning for all students. The model integrates community institutions, residents, university faculty, staff, and undergraduate and high school students in hands-on service learning experiences that document uneven changes in the Black Metropolis of Chicago. The results reveal that the information and knowledge acquired by students transforms student knowledge as they internalize how uneven development in housing impacts community residents and their future in the original Black Metropolis of Chicago. [ABSTRACT FROM AUTHOR]

Diversity is becoming an increasingly important consideration in the consultation field. Consultants are often in a unique position to make significant individual and organizational change with respect to diversity. As the field beings to develop cross-cultural consultation competencies and skills, it is important to emphasize the sociopolitical factors of diversity, specifically oppression. Lessons learned from a course on White racism are presented, with a focus on strategies for identifying and changing contemporary racist behavior. These lessons are presented as useful foundations for training preservice or inservice consultants to address diversity concerns and related systems of oppression. [ABSTRACT FROM AUTHOR]

This article demonstrates how the film Do the Right Thing can be used to bring alive for students the concepts of the race and ethnic relations field. Situations and characters in the film illustrate concepts such as: power and authority; stratification; DuBois' notion of `double consciousness'; `internal colony'; and the construction of racial and ethnic identities and stereotypes. Scenes and scripts by the characters of the film are used as benchmark qualitative data to demonstrate a wide range of beliefs and feelings in response to prejudice, discrimination and racism in an urban environment. The historical vicissitudes and cultural values of groups, as well as the experiences of individual characters, are given some interpretation to provide analytical insights into, the events which lead to the riot. Discussion topics are presented at the conclusion of each scene and/or script to stimulate student discussion and critical thinking on intellectual and emotional barriers to understanding racial and ethnic group relations. The film can be used in race and ethnic courses to approximate real situated actions in an urban environment, encouraging students to confront choices that they face in their own everyday world of culturally, racially and gender diverse college campuses. [ABSTRACT FROM AUTHOR]

The article refers to class segmentation in a racially changed community. Research on the black American class structure has generated a great deal of controversy, especially among black scholars. The article analyzes case studies from a Chicago neighborhood to contribute to the general literature on class bifurcation among the black population in the United States. The intraclass structure of the black immigrants to South Shore was composed of a complex set of class segments. Two forms of social interaction occurred because of racial turnover in the community: class segmentation, the intraclass structure of vertical and horizontal participation and representation in local community organizations, was attributable to the internal stratification of the immigrant group; and class bifurcation, or separation between classes, which occurred because, although the black immigrant group lived within the same community, they physically, symbolically, and temporally maintained a social distance between themselves. This pattern of social interaction in the South Shore community increased the occurrence of class bifurcation and simultaneously resulted in class segmentation.