Millions of Black Americans speak a version of English not reflected in the American education system. This version of English—African American Vernacular English—is rule-governed, oral, and systematically different from the “standard” form of English (referred to as Mainstream American English from hereon) used in academic spaces. Though many young Black students enter the education system knowing African American Vernacular English, classroom instruction occurs in Mainstream American English. Black students are instructed in a language that is radically different from the one they use at home yet are expected to perform at levels similar to those of students who already speak mainstream English. This expectation contributes to the achievement gap, wherein Black students, on average, perform at lower levels than white students on evaluations in education. This research, as a community-centered attempt to examine differences in literacy and achievement rates between Black and white students in America, seeks to address the achievement gap in two West Philadelphia elementary schools by leveraging the University of Pennsylvania’s resources. This paper describes my problem-solving learning research, using the Penn Reading Initiative as a vehicle for change in order to support students’ cultural and sociolinguistic backgrounds in the classroom, ideally improving literacy rates through culturally responsive pedagogy. This article lays out the problem of dialectical miscomprehension and details a solution developed alongside community members in West Philadelphia. This article also reflects on the progress made in the two years since the original research took place. It highlights the development of the Netter Center’s Professional Development Associates team and the Anti-Racism Working Group—both having been influenced by work done in this problem-solving learning framework.
{"title":"Our Language Belongs in Our Learning","authors":"Luke Coleman","doi":"10.18060/26531","DOIUrl":"https://doi.org/10.18060/26531","url":null,"abstract":"Millions of Black Americans speak a version of English not reflected in the American education system. This version of English—African American Vernacular English—is rule-governed, oral, and systematically different from the “standard” form of English (referred to as Mainstream American English from hereon) used in academic spaces. Though many young Black students enter the education system knowing African American Vernacular English, classroom instruction occurs in Mainstream American English. Black students are instructed in a language that is radically different from the one they use at home yet are expected to perform at levels similar to those of students who already speak mainstream English. This expectation contributes to the achievement gap, wherein Black students, on average, perform at lower levels than white students on evaluations in education. \u0000This research, as a community-centered attempt to examine differences in literacy and achievement rates between Black and white students in America, seeks to address the achievement gap in two West Philadelphia elementary schools by leveraging the University of Pennsylvania’s resources. This paper describes my problem-solving learning research, using the Penn Reading Initiative as a vehicle for change in order to support students’ cultural and sociolinguistic backgrounds in the classroom, ideally improving literacy rates through culturally responsive pedagogy. This article lays out the problem of dialectical miscomprehension and details a solution developed alongside community members in West Philadelphia. This article also reflects on the progress made in the two years since the original research took place. It highlights the development of the Netter Center’s Professional Development Associates team and the Anti-Racism Working Group—both having been influenced by work done in this problem-solving learning framework.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74082404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"If Not You, Then Who?","authors":"Justin Deem-Loureiro","doi":"10.18060/27201","DOIUrl":"https://doi.org/10.18060/27201","url":null,"abstract":"<jats:p>Poem</jats:p>","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Seungho Moon, Jon Schmidt, Anna Press, David C. Ensminger, M. Hendrickson
The purpose of this article is to share and theorize narratives regarding an institutional effort to build a sustainable partnership with underrepresented community schools. Narrative research is applied as a mode of inquiry with vivid stories and lived experience. Logos University [pseudonym] has developed and strengthened partnerships with seven community schools over the past decades to promote equity and social justice in the urban context. The sustainability of partnerships has been an emerging issue in university-assisted community schools. This paper provides vivid narratives and insight into a suggestion for a sustainable partnership model from a university perspective. Authors garner multiple narratives about partnerships and institutional efforts to create degree programs including Program T for undergraduate teacher education and Program C for graduate programs. Authors articulate the complexity of community partnerships and crucial elements to consider for advancing partnerships with mutual respect and trust. As part of institutional efforts to create sustainable partnerships, authors illustrate the process and development of one undergraduate and one graduate programs associated with university-community-school partnerships. These programs are focused on educating students as research-practitioners in the ongoing sustainable support and collaboration among schools, universities, and communities. This paper elaborates the origin of Program T and Program C and community partnership elements embedded in these programs. An asset-based frame is examined across narratives in developing and implementing degree programs and offering core courses. The subjectivities of each author enrich the conversations on ongoing efforts to build sustainable, trust-based partnerships. Overall, this paper contributes to extend the approach to community partnership and equity-oriented education highlighting the value of university-community partnership for local schools and institutional efforts.
{"title":"An Emerging University-School-Community Partnership: A Story in Three Acts for Sustainable Relationships","authors":"Seungho Moon, Jon Schmidt, Anna Press, David C. Ensminger, M. Hendrickson","doi":"10.18060/26542","DOIUrl":"https://doi.org/10.18060/26542","url":null,"abstract":"The purpose of this article is to share and theorize narratives regarding an institutional effort to build a sustainable partnership with underrepresented community schools. Narrative research is applied as a mode of inquiry with vivid stories and lived experience. Logos University [pseudonym] has developed and strengthened partnerships with seven community schools over the past decades to promote equity and social justice in the urban context. The sustainability of partnerships has been an emerging issue in university-assisted community schools. This paper provides vivid narratives and insight into a suggestion for a sustainable partnership model from a university perspective. Authors garner multiple narratives about partnerships and institutional efforts to create degree programs including Program T for undergraduate teacher education and Program C for graduate programs. Authors articulate the complexity of community partnerships and crucial elements to consider for advancing partnerships with mutual respect and trust. As part of institutional efforts to create sustainable partnerships, authors illustrate the process and development of one undergraduate and one graduate programs associated with university-community-school partnerships. These programs are focused on educating students as research-practitioners in the ongoing sustainable support and collaboration among schools, universities, and communities. This paper elaborates the origin of Program T and Program C and community partnership elements embedded in these programs. An asset-based frame is examined across narratives in developing and implementing degree programs and offering core courses. The subjectivities of each author enrich the conversations on ongoing efforts to build sustainable, trust-based partnerships. Overall, this paper contributes to extend the approach to community partnership and equity-oriented education highlighting the value of university-community partnership for local schools and institutional efforts. ","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86349249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two different community-engaged groups in Indianapolis, Indiana recommended trauma-responsive school communities to address barriers to student learning. Before merging their work, both groups represented collaborations of university academics; K-12 educators; dental, mental, and basic health providers; service organizations; youth development specialists; and public school parents. The conclusions from their work were clear: address the social/ emotional and mental health, trauma and violence, chronic absenteeism, and social media distractions of students or fail to impact learning and youth development success. Central to the conclusions was the collaborative nature of the community-engaged studies, input from the field, and survey respondent discussions and analysis of what the findings really meant. A culminating report, Closing the Gap between School & Community Partnerships: An assessment of schools in Indianapolis, recommends adopting whole-child approaches, strength-based family engagement, community school models, and increased public school funding to address the barriers identified from survey responses of 354 educators throughout the city of Indianapolis. This paper focuses on how the collaborative, community-engaged process led to the report findings and recommendations.
{"title":"Closing the Gap between Schools and Community: University/Community Collaboration Addresses Identified Barriers to Student Learning","authors":"Kate Roelecke, J. Grim, Silvia Garcia","doi":"10.18060/26750","DOIUrl":"https://doi.org/10.18060/26750","url":null,"abstract":"Two different community-engaged groups in Indianapolis, Indiana recommended trauma-responsive school communities to address barriers to student learning. Before merging their work, both groups represented collaborations of university academics; K-12 educators; dental, mental, and basic health providers; service organizations; youth development specialists; and public school parents. The conclusions from their work were clear: address the social/ emotional and mental health, trauma and violence, chronic absenteeism, and social media distractions of students or fail to impact learning and youth development success. Central to the conclusions was the collaborative nature of the community-engaged studies, input from the field, and survey respondent discussions and analysis of what the findings really meant. A culminating report, Closing the Gap between School & Community Partnerships: An assessment of schools in Indianapolis, recommends adopting whole-child approaches, strength-based family engagement, community school models, and increased public school funding to address the barriers identified from survey responses of 354 educators throughout the city of Indianapolis. This paper focuses on how the collaborative, community-engaged process led to the report findings and recommendations.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85542202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"We Build Together the Spaces We End Up Calling Home","authors":"D. Fernández","doi":"10.18060/27194","DOIUrl":"https://doi.org/10.18060/27194","url":null,"abstract":"Reflection","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76395278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Amplifying Student Voices & Community Schools","authors":"Terri R. Jett, J. Grim","doi":"10.18060/27188","DOIUrl":"https://doi.org/10.18060/27188","url":null,"abstract":"","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"317 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75002605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.
STEM学习和教学中的社区参与主要集中在公民科学项目上，服务于主要由白人和男性主导的STEM领域的需求和目标，只粗略地关注参与这些经历的学习者的生活经历和叙述(Mahmoudi等人，2022;ratio et al.， 2022)。本文探讨了研究人员与学生合作的方式，以揭示他们体验学习环境的方式，以及根据他们的社区成员、愿望和目标进行改变的途径。这项研究的参与者是一个多元化的中郊区城市的高中生物系学生。为了理解他们的观点，学生们参与了以人类学方法为基础的活动结构，包括民族志访谈(Emerson et al.， 1995;Spradley, 1979)，插图(Haney等人，2004)，堆分类(Boster, 1994;Ryan & Bernard, 2003)和ranking (Smith & Borgatti, 1997;Thompson & Juan, 2006)。在共识和个人之间移动，这项研究展示了学生的批判性和有意义的经历和愿望可以被理解和倾听的方式。
{"title":"Understanding STEM from Students’ Perspectives: Exploring Students’ Lived Communities and the Learning Communities They Wish to Create","authors":"J. Price","doi":"10.18060/26517","DOIUrl":"https://doi.org/10.18060/26517","url":null,"abstract":"Community engagement in STEM learning and teaching largely focuses on citizen science projects, serving the needs and goals of the largely white and male dominated STEM fields with only cursory attention to the lived experiences and narratives of the learners who engage in these experiences (Mahmoudi et al., 2022; Rautio et al., 2022). This article explores the ways in which researchers can work with students to uncover the ways in which they experience learning environments, and pathways for change according to their community memberships, aspirations, and goals. Participants in this research are high school biology students in a diverse mid-suburban city. To understand their perspectives, students participated in activity structures grounded in anthropological methods including ethnographic interviews (Emerson et al., 1995; Spradley, 1979), illustrations (Haney et al., 2004), pile sorts (Boster, 1994; Ryan & Bernard, 2003), and ranking (Smith & Borgatti, 1997; Thompson & Juan, 2006). Moving between consensus and individuals, this research demonstrates the ways in which students’ critical and meaningful experiences and aspirations can be understood and heard.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85579657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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