Reflections on Youth Voice, this Historical Moment, and Dialoging for Democracy

By Symia Stigler & Kaitlin Nichols

Highlights:

  • After attending the Dialoging for Democracy conference, members of City Year national staff reflect on the last eight months.
  • Lifting up youth’s voices and allowing them to speak their truths is essential, especially in the Black Lives Matter movement.
  • Supporting young people’s voices leads to transformative citizenship, even in the global COVID-19 pandemic.
Source: City Year

In November of 2019, Youth-Nex hosted a conference on “Dialoging for Democracy: Youth Moral Reasoning and Social Justice” in Charlottesville, VA. I was thrilled to be attending with three City Year colleagues and looked forward to exploring how the topic might support and stretch our service ideas rooted in social justice and transformative citizenship. 

What we did not know when we entered the double doors of the UVA Alumni Hall is that in the subsequent 195 days, George Floyd would be killed and that killing would be recorded and replayed on television, social media and in the minds of every conscious human. The shock and horror after 8 minutes and 46 seconds and the last cries of “I can’t breathe” stunned the world. However, this time, in place of recurring silence and deliberately closed eyes, thundering masses of citizens across the globe raised their collective voices and loudly proclaimed, “Black Lives Matter!”  

Given our current social and physical reality, the conference topic from eight months earlier, “Dialoging for Democracy”, still resonates with me, as does the words of the organizers who spoke at the conference.  

During the welcome, Dr. Johari Harris, a Research Assistant Professor at the Curry School of Education and Human Development asked, “How do youth process complex moral and social issues?” She asked attendees to consider how that processing changes as young people grow and develop. Over the course of two days panelists, youth and community organizers shared examples from research, policy, and practice to address these grounding questions. At the conclusion, Dr. Harris reiterated that…

The best way to support positive youth development in African American adolescents is through a strength-based approach which builds on their cultural backgrounds, while keeping their powerful and unique voices at the forefront of the conversation.  

In my role as national director of student engagement at City Year, I design and pilot social-emotional learning and development (SEL/D) resources that our City Year AmeriCorps Members use every day in their work as near-peer mentors. AmeriCorps Members partners with teachers to co-create positive learning environments and customize small group tutoring sessions for students in systemically under-resourced schools. Our SEL/D supports are grounded in relationships, which I believe are the most powerful lever in K-12 education. The trust and connections built between students and AmeriCorps Members, over time, prove fertile soil for social-emotional and academic growth. Each day of the school year, City Year AmeriCorps members support students as they lift their voices and speak their truths. When young people engage as equal contributors in classrooms and communities, their voices are elevated, their courage is unveiled, and their perspective and perpetual energy create momentum, demanding positive change in our world.  

-Symia Stigler, National Director of Student Engagement, City Year


Source: City Year

Having served as a City Year AmeriCorps member, I have seen firsthand the amazing things that can come from young people’s voices being at the table.

  • I saw it when a group of 7th grade students had the great idea to host a city-wide toy drive for the local children’s hospital and had their City Year team help make it happen.
  • I saw it when we heard our students wanting to do lessons in the concrete courtyard by our classroom, so we led a service project with the students to plant flowers, paint benches, and beautify the courtyard.
  • I saw it when we created interactive bulletin boards outside our classroom that students could add their voices to connected with a monthly theme – anything from honoring a loved one impacted by breast cancer, to writing a valentine for a Black person in history who made a difference in our world, to sharing tips for self-care leading up to the next standardized test.
  • I saw it in the one-on-one relationships, when my teammate worked closely with one of her students to help him apply for summer jobs he was interested in, and when my other teammate intentionally gave special attention to her student suffering the recent loss of her younger brother.
  • I saw it when my students helped me understand how to best meet their learning needs: when one student shared that using different colors helped her concentrate, we worked on reading comprehension with lots of highlighters; and when another student shared he preferred to read over breakfast, we ate together before discussing what we read.

And I’ve been seeing it now – when schools closed abruptly in the wake of the global COVID-19 pandemic, our City Year AmeriCorps members stepped up to creatively connect with their students in the virtual space. Our young adult leaders have continued supporting these near-peer relationships by replicating viral video dances, recording videos assuring their students that they are still thinking of them, and coming up with thoughtful prompts and activities for students to engage in distance learning.

Participating in the Dialoging for Democracy conference alongside my City Year colleagues was a rich learning experience, and it was affirming to be able to hear from researchers and practitioners about the evidence base for the activities our young adult leaders are doing with their students every day. Now more than ever, it is important it is to uplift, celebrate, and listen to the voices of our young people – and embrace all the good that can come from it.

-Kaitlin Nichols, Sr. Impact Services Operations Manager, City Year
City Year Alumni ‘13, ‘14


If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Symia Stigler brings over twenty years of field experience from education and youth-serving non-profits to her role as National Student Engagement Director at City Year Headquarters. In this position, Symia leads our work on upgrading or improving the network-wide Attendance, Social-Emotional/Youth Development, and After School tools and strategies. Symia is motivated by the power of relationships which are leveraged to forge new paths towards social justice in education.

Author Bio: Kaitlin Nichols currently serves as the Senior Impact Services Operations Manager at City Year Headquarters in Boston, managing operations and projects for our national group of program departments. Prior to joining City Year staff, Kaitlin completed two years of service with City Year Columbia as an AmeriCorps Member and Team Leader, serving middle and elementary school students across two school districts in South Carolina.  

What the School of COVID-19 Could Teach You About Strong Communities

By Mary Coleman

Highlights:

  • Mary Coleman is executive director at City of Promise, a nonprofit that provides cradle-to-college academic support for youth from Charlottesville.
  • As the coronavirus changes everyday life, the new “School of COVID-19” is exposing the resilience may families already have.
  • Many youth-serving individuals and organizations are recognizing the strong coping strategies already in our communities.
Source: Carrie Coleman

Schools may be closed throughout the country, but the “School of COVID-19” is hosting classes every day. What is the pandemic teaching those of us who serve youth? More importantly, how can we apply those lessons now and long after the emergency has passed?

As executive director at City of Promise, these questions loom upon my staff and me in our service to children and families in Charlottesville. Our program – modeled after the Harlem Children’s Zone – has always depended upon in-person, on-the-street, and at-school engagement with youth. Moving to virtual academic coaching and mentoring was a painful transition, especially for staff with children at home who also need care and attention. The “School of COVID-19” forced us to dig deep to find the same kind of resilience we expect of the families we serve. The tables have turned. Those children and their parents are now our master teachers in the “School of COVID-19.”

For example, while the rest of us scramble and cry in the face of job loss and personal disruption, low-income persons draw from the strength they have built over time. The sad truth is, they have been here before. They have filed for unemployment before. They have relied on the food bank before. They have waited by the mailbox for government checks before.

While the rest of us complain about our hair salons being shuttered, black families carry on. They have been doing hair in the kitchen forever. Surviving without childcare or grandparents on call is tough, but it’s a daily reality for moms in our neighborhood. Can’t go anywhere because you’re sheltered in place? This is what it feels like for families who don’t have cars.

And what about virtual learning? Welcome to the world of those who always feel overwhelmed by their kid’s homework. COVID-19 is teaching us that being thrown into financial and personal uncertainty wears people down and creates household chaos that makes learning difficult. Coronavirus has taught us that Maslow was right: when basic needs are threatened, confidence and creativity are suppressed (read more about Maslow’s Hierarchy of Needs).

Those of us who find this stress new and overwhelming can turn what we are feeling into fresh resolve in our advocacy work by acknowledging the inner strength of the youth we serve.

Those who regularly face trauma and disruption show up to our after-school programs willing to engage. They never let on about how hard it is to jump through our hoops. Just the other day, one of our pathway coaches led a virtual session with a 6th grader who – determined to find a quiet place in her cramped public-housing unit – chose the floor next to the commode. This kid deserves our respect. She could write a book about “grit.”

And what about the parents? I spoke with a mom who came to City of Promise for the cleaning products and Kroger cards we distribute each Friday (thanks to donations restricted for COVID-19 relief). With a smile, she narrated the pride she felt because the trials of coronavirus haven’t plunged her into depression like they may have in the past. My eyes burned with tears as I realized that I focus too much on how far these parents have to go, instead of seeing how far they’ve come. This mom taught me a lesson about my own deficit thinking.

I’m sure many of us can admit that COVID-19 has exposed just how far we have to go as youth-serving individuals and organizations. It has exposed our lack of empathy. It has exposed our resignation that some children just don’t ever have internet or food on the weekend. It has exposed our complacency regarding a multitude of inequities and broken systems that make life difficult for the people we are trying to help. But if we are willing, we can learn from those very same people. They have so much to teach us. And we have so much to learn.

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If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Mary Coleman is executive director at City of Promise, a nonprofit that provides cradle-to-college academic support for youth living in the 10th and Page, Westhaven, and Starr Hill communities in Charlottesville. A fundraiser by profession, Mary served from 2005 to 2012 as Director of Donor Relations at Woodberry Forest School in Madison County, Virginia. Later, as Director of Institutional Advancement at The Covenant School in Charlottesville, Mary managed fundraising, parent programs, marketing, and alumni relations. In 2017, Mary became development director at City of Promise where she raised the profile of the organization in Charlottesville. Mary is a trauma and resilience trainer through the Greater Charlottesville Trauma-Informed Community Network.

Black American Parenting During the CoViD-19 Crisis

By Valerie Adams-Bass

I am a parent and an assistant professor who teaches an introductory course about humanitarian crises and children, Child Protection in Emergencies (CPiE). What we are experiencing with CoViD-19, is a humanitarian crisis. The CoVid-19 pandemic has caused an abrupt shift in the “normal day” and has brought challenges to all of us. In times of crisis (humanitarian), the needs of children and youth are often the last to be attended. While the global community appears to have been a bit better about considering the needs of children at the forefront vs. later in this crisis, we haven’t been super great at utilizing systems or putting systems in place swiftly here in the US. Even more so, the needs of Black Americans are often the last to be attended. To assist with coping particularly for  Black Americans whose higher contraction rates of CoViD-19 and morbidity related fatality is only now being publicly acknowledged, stay in side, hang out with your children and try some of these suggestions to help you during this dynamic and challenging period in your parenting and in our lives.

Source: In the Know Blog

Many parents are now at home parenting 24/7 and attempting to maintain a FT job that helps to keep the lights on, the mortgage or rent paid and the refrigerator full. Other parents are on the front lines and have limited time to have hands-on oversight. Whether you are at home 24/7 or you are setting up your home for your children while you are at work, it doesn’t matter how many children you have at home, I don’t take for granted that all parents and adults know what to do now that our children are home ALL day every day. I include in this list simple tips and strategies for integrating the awe-inspiring resilience of African Americans who generationally have had to overcome crises too often associated with being Black in America. The deterioration of Black communities have impacted how we think and transfer skills and knowledge to our children that is protective and models how “we got over”, but now is a time to reintroduce and practice those strategies. Our care for our children should be infused with our ways of being and our care for ourselves.

  1. Breathe, deeply. When you breathe deep you allow oxygen to reach your brain and you release tension. Your brain needs the oxygen to function at ideal levels. Deep, long breathes are also restorative and centering. When we breathe deeply we can also feel our body.
  2. Pray, meditate. Both mother wit and research have demonstrated faith is a protective factor for Black Americans! It helps with healing during sickness, with ailments and is calming. Spiritual or religious practice involve prayer or meditating on what is good and well. In spite of what is occurring, Black people historically rely on faith to get through difficult periods. Don’t, DO NOT let go of this practice. If you don’t already, include your children in your faith practices. I have a toddler. Sometimes she is in the mood to pray or practice gratitude, sometimes she isn’t. Today I found her in her room praying on her own, praying and expressing thanks to God. Works for me!
  3. Express gratitude for those who came before you and made a way. Look to what they did for strength and practical ideas to get through. If you have living family members who can tell you how “they made it” through segregation, the civil rights movement, serving in the military, or being the “first” in their field, now is the time to listen up. Black Americans have had to manage marginalization and acute societal contractions in the United States differently every time we have an occurrence. Call to ask, call, don’t text. Remember, telephones were made for talking. If you don’t have blood relatives to connect with, who are close friends and family you could reach out to for this conversation? A worry for many parents is the lack of inter-generational knowledge-again here is a space to invite your children into this conversation. Learning about how others they know have handled difficulties will likely prove useful for them as they learn about culturally based coping strategies. High school and college seniors, are understandably disappointed with the status of graduation celebrations this year. How might their perspective change if they heard family stories of resilience and persistence when public celebrations and appreciations of academic accomplishments for Black students were non-existent due to circumstance or could only be private and intimate? Turn these interviews into family histories. Tell our stories as keepers of our own culture.

There are 12 additional tips and strategies for Black American parents on the original post from the In The Know Blog.

This blog was also cross posted on Successful Black Parenting.

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If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Valerie Adams-Bass is a developmental psychologist who earned her PhD in Interdisciplinary Studies in Human Development from the University of Pennsylvania’s Graduate School of Education. She focuses on adolescent development. Dr. Adams-Bass is an Assistant Professor of Youth and Social Innovations in the Department of Human Services at the University of Virginia Curry School of Education. She is a faculty affiliate with the Youth-Nex and an affiliate faculty member of the Racial Empowerment Collaborative with the University of Pennsylvania’s Graduate School of Pennsylvania.

Dialoging for Democracy, the 7th Youth-Nex Conference

By Johari Harris

Highlights:

  • Youth-Nex hosted their 7th conference in November 2019.
  • The title of the conference was “Dialoging for Democracy: Youth Moral Reasoning and Social Justice.”
  • Co-chair Dr. Johari Harris discusses why this conference was chosen and what participants got from attending.

The Unite the Right White Nationalist march that took place in Charlottesville on August 11 and 12th 2017 demonstrated the resiliency and inherent violence of White supremacy. In the time since, this nation has continued to see a rise in hate crimes directed at different, often marginalized, communities within the United States. These events run parallel to larger conversations about justice and human welfare happening both in the U.S. and abroad. From immigration to global warming, people are grappling with what solutions to these problems should look like. While these issues and subsequent conversations are often viewed as “best left to the adults,” events like March for Our Lives, the Global Climate Strike, and A Day Without Immigrants demonstrate the vested interest today’s youth have in these and other moral issues and the health of our overall democracy.

We at Youth-Nex wholeheartedly support these efforts. Further, we believe that, rather than overlooking the concerns of youth, our educational and policy systems should center youth in the process of understanding complex problems by paying attention to how youth think about these issues and how adults can support youth’s engagement in creating solutions to them. I had the wonderful opportunity to co-chair the 7th Youth-Nex conference on “Dialoging for Democracy: Youth Moral Reasoning and Social Justice” with Dr. Nancy Deutsch (Director of Youth-Nex) in November 2019. 

We realized during the planning of this, however, that there are key questions we must consider as we seek to support and collaborate with youth.

First, how does youth’s thinking about complex moral and social issues shift as they grow and change? What does the science of child and adolescent development tell us about how to best scaffold youth’s engagement with moral issues and how do we then engender civic engagement among youth? Second, what is the role of dialogue in this process? What are best practices for engaging youth in moral issues? Finally, how do we engage youth in moral issues in our current social and political climate? In particular, how do we do this work within K-13 spaces, both formal and informal educational settings?

To begin answering these questions, the conference looked closely at the developmental processes related to how youth think about moral issues, the power (and constraints) of dialogue, and the relationship of both of these constructs to democracy. Importantly and intentionally, we kept the structural issues youth face at the forefront of the conversation. There must be an understanding of macro-level forces, like systemic racism, that dictate the effectiveness and expression of individual agency. Therefore, we discussed how implicit and explicit issues of power cannot be divorced from the types of dialogue in which youth can engage. We unpacked the developmental process related to moral reasoning, empathy, civic engagement, and perspective taking, and provided examples of best practices of how to do this work in a range of spaces from classrooms to camps.

Our hope was that participants left the conference ready to return to their own spaces better equipped to amplify youth’s engagement with moral issues and social justice in ways that further their existing capacity as today’s change makers, and the future leaders of our democracy. You can watch video from all the sessions and many performances at the conference on the Youth-Nex youtube channel and our website.

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If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Dr. Johari Harris is an Assistant Research Professor at the Curry School of Education and Human Development. Her work examines how social identities, specifically race and gender, along with cultural values systems, like Afro-centric values, influence African American adolescents social-emotional competencies. Her research is grounded in intersectionality, developmental psychology, and social psychology theories.

Special Journal Focuses on Civic Engagement, Moral Identity: Charlottesville’s Summer of 2017

We resume blogs about Positive Youth Development with a focus on the center’s three new core areas: a) Out-of-School Time; b) Educational Systems: Middle School; and c) Community Engagement: Civic and Political.

We start with the Journal of Adolescent Research Special Issue focus on Youth Civic and Moral Engagement. Nancy Deutsch penned the introduction, posted with the permission of the publisher, which shines a light on the events that transpired in Charlottesville over the summer of 2017.

Introduction to the Journal of Adolescent Research Special Issue on Youth Civic and Moral Engagement

As our editorial team was putting together this issue, our home, Charlottesville, Virginia, was still reeling from the events of the summer of 2017. Images of angry White, mostly male, faces holding tiki torches and weapons, wearing white polo shirts and khakis, chanting fascist and racist slogans were still fresh in our minds. Many of these faces were young; the leaders were under 40. The man charged with killing Charlottesville community member Heather Heyer, who was one of the counter protestors on August 12, was 20 years old. For those of us who study young people, these images could seem to signify a crisis of civic engagement—a reflection of youth whose disengagement from the moral fabric of our society was so great as to lead them to a White supremacist movement that advocates violent hatred.

Yet that is not the full Charlottesville story. On the evening of August 11, 2017, a group of students from the University of Virginia faced down a mob of tiki torch wielding White supremacists who had marched across the school’s campus. The students linked arms, surrounding the statue of Thomas Jefferson that sits at the heart of campus, in front of a sign proclaiming “VA Students Act Against White Supremacy.” These students took the ultimate civic stand—putting their bodies in harm’s way to defend the values that we hold dear. Members of the antifascist movement, whom some clergy members credit with saving their lives during the protests on August 12, are also primarily young people. Furthermore, for weeks, months, and even years before the August events, local youth had been working within our community to organize for racial and social justice. It was a high school student who started the petition to have the confederate statues removed from our local parks. Local high school students started a Black Student Association and an organization to help undocumented students. Their story is one of civic and moral engagement of the highest caliber.

This fall, as I walked across campus every day, I was reminded of the courage and moral fortitude of our local youth. At the same time, I could not ignore the continued presence of White supremacy and the increasing public presence of hate groups across the globe, groups that often prey on disengaged young people for recruitment. The time for a developmental focus on youth civic and moral identity and engagement is now.

In line with our mission, and following that commitment, our editorial team decided to create a special issue featuring articles focused on civic engagement and moral identity. The four articles in this volume feature a range of perspectives from across the globe. Some consider contexts or interventions that may promote civic engagement, such as schools, service learning, and youth councils. Others consider the development of moral and/or civic identities. We felt that this topic was timely and deserving of a dedicated issue. We hope that you agree. And we hope that some day #Charlottesville can come to represent not the violent reemergence of hate groups in the United States but the power of youth civic engagement and moral identity, and the tremendous ability of young people to promote positive social change.

Nancy L. Deutsch
University of Virginia
Youth-Nex: The UVA Center to Promote Effective Youth Development
Charlottesville, VA
nld7a@virginia.edu

Articles in the issue: (access depends on your individual or institutional permissions):

If Someone Asked, I’d Participate: Teachers as Recruiters for Political and Civic Participation
Rebecca Jacobsen, David Casalaspi
First Published October 24, 2016; pp. 153–186

Youth Civic Engagement: Do Youth Councils Reduce or Reinforce Social Inequality?
Astraea Augsberger, Mary Elizabeth Collins, Whitney Gecker, Meaghan Dougher
First Published January 4, 2017; pp. 187–208

Globalization and Moral Personhood: Dyadic Perspectives of the Moral Self in Rural and Urban Thai Communities
Jessica McKenzie
First Published October 9, 2016; pp. 209–246

Development of Adolescent Moral and Civic Identity Through Community Service: A Qualitative Study in Hong Kong
Huixuan Xu, Min Yang
First Published March 20, 2017; pp. 247–272

https://doi.org/10.1177/0743558418756524
Journal of Adolescent Research
2018, Vol. 33(2) 151–152
© The Author(s) 2018
Reprints and permissions:
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DOI: 10.1177/0743558418756524
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The final, definitive version of this paper has been published in the Journal of Adolescent Research, Vol. 33(2) 151–152, February/2018 published by SAGE Publishing, All rights reserved.

Series: Media Socialization, Racial Stereotypes and Black Adolescent Identity III

This is the third post in a series based on Professor Valerie Adams-Bass‘ UVA class, “Media Socialization, Racial Stereotypes And Black Adolescent Identity.”

Introduction by Valerie Adams-Bass, Ph.D.
TV talks. The characters we view on television shows and in movies speak to us through the written scripts and through the physical bodies of the characters. Media socialization—the exposure to mass communication (television, radio, internet, newspapers) messages, which teach people socially accepted behaviors that have: (a) a direct influence on cognitive ability and behavioral functioning, and (b) a mediating or facilitative indirect influence on learning (Adams & Stevenson, 2012), has been identified as a notable factor during adolescence. Arnett, 1995; Lloyd, 2002; Strasburger, Wilson & Jordan, 2014). Students in EDHS 3100, , are learning about the scripts that are associated with black media images and discussing the impact on African-American adolescents. Their blog entries reflect an understanding of the scripts viewed in television sitcoms, drama, reality shows, or movies and the potential impact of exposure to theses media images on viewers.


Boyz n the Hood
By Naana Ewool, UVA student

For this reaction paper, I chose to watch Boyz n the Hood. The film takes place in South Central Los Angeles, where a group of young friends navigate life within the gang culture that surrounds them. 10-year-old Tre Styles gets sent to live with his father, and viewers are exposed to the stark contrast in Tre’s life with his present and active father and his friends Ricky and Doughboy, half brothers living with their single mother. Throughout the film, Tre’s father Furious serves as a voice of reason, always lending a listening ear, sternly disciplining, and fiercely loving his only son. Doughboy, who from a young age begins stealing, spends time in and out of jail, and by 17 has joined a gang. Ricky becomes his high school’s number one running back and is easily his mother’s favorite child. Despite having a child out of wedlock with his live-in girlfriend, Ricky is presented as a responsible and noble young man, unlike his excessively violent and angry brother.

Continue reading

Series: Media Socialization, Racial Stereotypes And Black Adolescent Identity

 
This is the first post in a series based on Professor Valerie Adams-Bass‘ UVA class, “Media Socialization, Racial Stereotypes And Black Adolescent Identity.”

Introduction by Valerie Adams-Bass, Ph.D.
TV talks. The characters we view on television shows and in movies speak to us through the written scripts and through the physical bodies of the characters. Media socialization—the exposure to mass communication (television, radio, internet, newspapers) messages, which teach people socially accepted behaviors that have: (a) a direct influence on cognitive ability and behavioral functioning, and (b) a mediating or facilitative indirect influence on learning (Adams & Stevenson, 2012), has been identified as a notable factor during adolescence. Arnett, 1995; Lloyd, 2002; Strasburger, Wilson & Jordan, 2014). Students in EDHS 3100, Media Socialization, Racial Stereotypes and Black Adolescent Identity, are learning about the scripts that are associated with black media images and discussing the impact on African-American adolescents. Their blog entries reflect an understanding of the scripts viewed in television sitcoms, drama, reality shows, or movies and the potential impact of exposure to theses media images on viewers.


The Parkers, “That’s What Friends Are For”
By Alysa Triplett, UVA student

The Parkers is a sitcom about an African-American mother-daughter duo in Los Angeles, California who both attend a local community college. In this particular episode, both mother (Nikki) and daughter (Kim) prepare for a final examination for a class taught by professor, and love interest of Nikki, Stanley Oglevee. Just a few days before the exam, Nikki’s high school friend, Flo, arrives in town for a charity walk and stays with the Parkers. Flo’s presence proves to be a hindrance to Nikki’s studies as she repeatedly convinces Nikki to go out instead of studying, even the night before the test. On this particular night, Flo leaves Nikki at a party, which eventually results in Nikki getting arrested and missing her morning exam. On Kim’s side of the story, she and her [musical] band (with friends Stevie and T) book a lot of gigs in the days leading up to the exam. This leaves them with little time to study and thus they resort to cheating. Continue reading

Research and the Real World, Are They a Match?


Above, Joanna Williams speaks to a standing room only crowd of colleagues and students, at the February Youth-Nex Works in Progress Meeting on “Investigating Diversity in Early Adolescence.” (Audio of the talk here.)

Williams is an associate professor at the Curry School of Education and is affiliated with Youth-Nex and Youth and Social Innovation (YSI).

In her recent blog for the William T. Grant Foundation, Joanna Williams asks if research matters in the real world. Published with the foundation’s consent here are her thoughts. Continue reading

Itching For Scratch

valerie_adams-bass_11_da

By Valerie N. Adams-Bass, PhD

Valerie N. Adams-Bass is an Assistant Professor of the Youth and Social Innovations (YSI) program in the Curry School of Education and a Youth-Nex Faculty Affiliate, at the University of Virginia.

Educational Technology, Ed-Tech is garnering considerable attention as public school districts increasingly adopt and integrate technology into day-to-day instruction. In 2015, I worked as a research fellow with the University of California Davis School of Education on the Digital Promise Pilot to Purchase Project.

Considered a “short-cycle” research project, we worked at a rapid pace for the first half of the year to learn as much as we could from six districts that ranged in size from 1,200-to-96,000 students about how they pilot and make purchasing decisions about ed-tech products. To collect data, I touched down in 4 time zones and visited 4 states; Alabama, California, Idaho, Pennsylvania and the District of Columbia. After a demanding travel schedule, I wrapped up my data collection and headed home.

Many of our findings were published in Pilot-to-Purchase, Piloting Ed-tech Products in k-12 Public Schools report and we created a “tool kit” of resources that are the result of recommendations included in the report. In steps two, three and four of the toolkit I discuss planning, training and implementation and data collection, all important components of piloting ed-tech tools. You’ll find videos discussing these steps throughout this blog, courtesy of DigitalPromise.org.

Adams-Bass Video One:
From Digital Promise.org
Planning
When planning a pilot, districts must clearly articulate what they are trying to accomplish and how they will collect evidence to make an informed decision. Pilots produce the most useful results when everyone involved can answer the question, “What does success look like?”
adamsbassvid1

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Ethnicity and Health: How Can We Maximize Urban Green Space for Health Promotion?

pixabay_facade-801822_1920
by Jenny Roe, Ph.D. and Alice Roe
Originally published on The Centre for Urban Design and Mental Health (UD/MH) blog, here. [Jenny Roe, Ph.D., is Director of the Center for Design and Health, School of Architecture, University of Virginia. Her recent talk, at our sponsored lecture series, can be found here.]

 

Access to parks and urban green space facilitates exposure to nature, exercise and social opportunities that have positive impacts on both physical and mental health. In the last decade, rates of migration have risen dramatically across the globe: by 2038, it’s expected that half of London’s residents will be of a black and minority ethnic origin (BME). Our cities, towns and communities are becoming increasingly multicultural and, yet there are inequalities. A recent report by the Equalities and Human Rights Commission showed that in the UK, ethnic minorities are experiencing worse health outcomes. This is particularly the case for mental health: in 2012, the proportion of adults in England who were at risk of poor mental health was found to be higher among Pakistani/Bangladeshi and African/Caribbean/Black respondents than White respondents, and there were inequalities in accessing healthcare.

Hence, it is increasingly important that research reflects the diverse make-up of these populations. A new study has sought to better understand the differences in use and perception of urban green space among BME groups in the UK, and illustrated the need for park facilitators to accommodate the needs, attitudes and interests of our multicultural population.

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