and other rural partnerships needed to support change agendas.
Students were looking for real world experience, and they found it. They were sure they needed more than a classroom education and were eager to learn from people whose experiences differed from their own and those of their teachers. During the summer-long health fairs, students often lived and worked in circumstances wrought by desperate poverty. For most of them the experience of pervasive need was unknown; for some it was going home. In either case they brought a self-imposed mandate to partner with people and communities in need to improve the welfare of both. Students often had to deal with the effects of racism and depressed rural economies, circumstances that tested their resolve. On the other hand, they found some communities that were on the rise, ready to take important steps and looking for the kind of boost the SCCH could provide.
Members of the SCCH were welcomed into local homes, where they were treated as family, regarded as persons with skills, and accepted as friends across racial, cultural, and economic lines. Students had sought such experiences and thrived on the opportunities they afforded—opportunities that they created for themselves but that were enriched by the way rural Alabama communities welcomed them, worked with them, and taught them. The acceptance of students by communities exemplifies the willingness of adults to support young people and to enhance their education and personal experience, provided they have a context for doing so.
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