This quantitative study examines the influence of service-learning on levels of intercultural sensitivity of international school students in Hong Kong using the Intercultural Development Inventory (IDI). IDI scores are found to correlate with a variety of demographic variables and variables related to four models of service programs. One service-learning model evidences statistically significant posttest gains in the Encapsulated Marginality stage.
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Jan Westrick (2004) studied this question.