| This research studies the resistance that may occur in the dynamic spaces of social science classrooms. These case studies were conducted in a unique environment at a diverse urban two-year college. Students at this college often have work and family responsibilities that may create barriers to developing strong bonds with classmates. In addition, students may be resistant to bureaucracies in general.;It is suggested that resistant forms of communication in the classroom are heightened by students' lack of sociological imagination, an era of individualism and an overall individualistic and distancing atmosphere that is in part impacted by this urban and community college setting.;It is hypothesized that using service-learning as a required component would increase sociological imagination and overcome the effects of individualism. In addition, the service-learning experience would help students' build connections with one another. And in turn, the service-learning would produce enhanced forms of nonverbal communication and construct a classroom atmosphere where students can openly and productively explore inequality.;A comparative analysis was conducted to explore two Introduction to Social Science courses; one with and one without a service-learning component. Pre and post course surveys, exams and student reflections were used to explore the impact of service-learning.;The findings of this research demonstrated that service-learning can enhance students' abilities to apply the sociological lens and interact with the course material. In addition, this research indicates that service-learning may build bonds between students and improve the overall classroom atmosphere. |
