CBPR Program In A Marginalized Community

A school principal guiding his or her school towards more equitable practices may encounter a number of cascading issues that can ultimately affect the schools practices. In the following I will describe a possible cascading of events that may occur as a result of a principal initiating teacher professional development (PD) using Glenn Singleton’s 2014 book, entitled Courageous Conversations About Race. The first cascading event became evident during the first PD, where staff engagement was limited and what followed was during the next PD focused on Courageous Conversations several disgruntled teachers making a subliminal protest by simultaneously taking personal days to not participate. In fact, the teachers who called out had let the other

Lisa Delpit’s book, Multiplication is for White People, she outlines different reform strategies that will change African American education in the 21st century. The first reform strategy Delpit outlines is to recognize and build on children’s strengths. When teaching in an urban school, teachers should begin by understanding the children and their home lives. Using the knowledge that the children already have, and building on that will help students succeed. Believing that African American students are not worth being taught, plays a major role in the way students react to their educator. I believe that once an educator begins at a specific school, they should survey the student's knowledge to use that to go forward. Then using that to build on everyone’s strengths throughout the year will help in class participation and build a sense of community in the class. Recognizing a student's strengths, will make the student believe that he or she has someone on their side who cares. Once they feel that someone cares, they will want to do

These children reminded me of the problems I too faced growing up poor in Baltimore. One consistency within these students’ stories was the lack of diversity and positivity in regards to their perceptions of the average man of color. Comparing these students’ stories to my own tribulations as a youth, I began to realize that there is a pattern of deficiency in quality representation within low income communities. Understanding that I have a gift for education, I sought to help fix this problem not only for the students in Justice for Juniors, but also many others. Since then, I have been dedicating to myself to developing my craft as an educator and continuing to educate and mentor those in lower income communities. To gain more experience, I joined Terrapin Teachers at the University of Maryland which is a program designed to teach STEM majors how to become effective teachers. Through this program I learned key organizational skills and teaching techniques such as; inquiry based teaching, investigative questioning, how to facilitate classroom discussions, and classroom management

By learning the community (SMI) population and how they have been systematically oppressed. Looking at staff misconceptions and cognitive distortions, which is a challenge. This understanding will open staff eyes to the world of the client. This understanding will help the client know this is not their fault, unfortunately, it is by design that they are in the position they are in. This can be accomplished by staff learning how to actively listen, while interacting with the client. Learning not to talk at them but with

As a coordinator, I help to facilitate monthly workshops which center around academic advisement, health disparities and the development of community-based projects in which our students could provide a service to our neighborhood. Partnerships for Progress reminds me that in order to increase the standards of living in underserved areas, it requires the work of many and continual encouragement. If accepted into the PCLP program, I will gain insight into the challenges associated with lack of healthcare access, but I will also receive tools that will allow me to join in the removal of these

The Equity, Diversity, and Inclusion office is committed to ensuring that Ryerson is truly a diverse and inclusive place to learn, grow, and work. The office collaborates with the whole campus by leadership and strategic planning, consultation services, workshops, events, assessment, monitoring, and human rights services. Students can greatly benefit professionally by getting connected with The Office of Equity, Diversity, and Inclusion. By attending events hosted by the department, students can gain knowledge about community engagement, action, inclusion, respect, and putting people first. These skills and lessons are greatly valued and can be employed at an

My populations of interest are LGBTQ+ individuals and people of color, particularly those of intersecting marginalized identities. However, at the intersection of these identities

As a Family Advocate, I work with families and children from different backgrounds and cultures. After completing the observations, anti-bias curriculum is a must to reflect the cultural and background of the families and children in the program. Many families I work with are low income. My goal is to create an environment where children and families from different backgrounds can feel comfortable and belonging. I would like to work closely with families and provide the support that they may need.

Institutional analysis has been a crucial component of understanding race and ethnic relations. As many of our institutions are based on education, they are a necessary foundation for establishing equity. Cal Poly has a reputation of having small numbers when it comes to students and faculty of color. While the majority of the population has insisted that conditions have improved, the remainder of the demographics are still underrepresented. Events such as Culture Fest are cultural celebrations, which are held throughout the year to build community for people of color on campus. The attendance of white students for these events is relatively low, and there are mixed feelings about whether or not the numbers should increase. I interviewed six

Many students answered that they have experienced or witnessed some form of racism in a school setting. According to Richard Morgan (2015), collaborative learning groups not only motivate academic growth, they can also be used as a tool to successfully eliminate racism in classrooms. Furthermore, by using multisensory teaching methods such bringing items that represent the students’ race and implementing lessons on racism students can be made aware of racism. They can also be taught of how to overcome it (Provini, 2012). Interaction with students of various ethnicities and race will expose students to the different cultures and also alleviate stereotypes and racist

In her school, Dr. Johnson made known how her work towards equity has been to use professional development with her teachers to challenge deficit thinking of her black students. Dr. Johnson states that part of the equity training involves, making “sure that we are not looking down, especially on our black males, that this is how they are and they are never going to get better.” Dr. Johnson has engaged in Courageous Conversations about Race (Singleton & Linton, 2006) with her staff. The following details the demand engaging in race dialogue in schools.

The analysis of policy in regards to impacts on students, families and community, leads to a discussion of problems within our society and their influence on the very policies created to respond to these circumstances. Within the educational sphere, all polices contribute to the lives and educational experiences of every student and as a result, their families and the community. This case study looks at the Department of Education and Training [DET] Diversity and Equity policy and outlines a school-based scenario that analyses diversity and equity within the classroom. The case study analyses the policy and scenario to formulate discussion about how students, families and communities can be impacted by diversity and equity and

Personally, I haven’t had the opportunity to work, or have a more direct type of professional interaction, with individuals or families from different socially designated social groups. However, and based on the information provided on this video, there are certain factors and variable that should be taken into consideration when working with inter-racial couples, multiracial individuals and multiracial families. For instance, I found extremely significant the fact that the presenters mentioned the importance of not only trying to understand our clients and families points of view, but also to try to understand and have a better picture of what our beliefs are in regards to multiracial relationships.

The Lambert Project promotes racial harmony through school outreach efforts by our eight core leaders. One month, we decided to all talk to a stranger of different backgrounds than ourselves, and retell the story next meeting. It was jaw-dropping to hear the stories other students were telling, and the effect it had on the receiving stranger. our goal is to one day have every student in our school feel comfortable in doing the same. Also, we have started holding meetings in our school media center, where we select students based off of a stratified sample, in order to use a sample that accurately represents the school population fairly, and hold discussions during lunch about what the ideal Lambert family would look like. This promotes unity and verbal representation within the student body.

During the event, participants will be given book bags with "equity for all" captioned in the front and "stop racial speculation" at the back. These words identify with issues that will be examined. All participants’ should be allowed to bring their telephones, portable PCs or tablets to the event for the purposes of taking down notes for future reference. The Pubic School staff members should begin the dialogue by demonstrating the video clip of Tamir Rice being shot by the two policemen. Then, the public school staff will welcome volunteers who will share their stories in ways that they have experienced prejudice because of generalizations. This will make exchange between the participants as it will make them ponder the issue and they should likewise be allowed to talk with each other about the issue. Talking to each other will allows student to get a deeper understanding about the issue and to find ways in which they can prevent this issue from occurring.