scholarly journals Four Community Engagement Lessons from Detroit to Connecticut

2018 ◽  
Vol 29 (4) ◽  
Author(s):  
Michelle R. Dunlap
Keyword(s):  
Community Engagement ◽  
Students Of Color ◽  
Communities Of Color ◽  
White Culture ◽  
Funding Opportunities ◽  
College Funding

I present four lessons for the field or for other community engaged scholars: Question assumptions with respect to the communities in which we are engaged (discussed and illustrated above). Conduct, support and publish more community-engagement research with students of color and communities of color at the center, and not in juxtaposition to normalized views of white culture. University or college funding opportunities to help support community-requested or negotiated engagement are a necessary and important investment. When engaging with communities outside of the classroom, you, your students, and your administration have to be willing to take measured risks.

White Student Comfort and Conflict in Experiential Racial Dialogues

2019 ◽  
Vol 42 (3) ◽  
pp. 249-263
Author(s):  
Kelly Maxwell ◽  
Mark Chesler
Keyword(s):  
University Students ◽  
Student Learning ◽  
White Students ◽  
Students Of Color ◽  
Critical Reflection ◽  
Educational Practice ◽  
White Student ◽  
Racial Experiences ◽  
White Culture ◽  
The Impact

Background: White students are both curious and sometimes apprehensive about engaging in dialogues about race. Purpose: We investigate white university students’ experience of comfort and conflict in racial interaction in inter- and intragroup dialogues. Methodology/Approach: We analyzed student papers written at the beginning and end of the dialogue as well as their post-semester interviews, for their hopes/fears, classroom racial experiences, and learnings. Findings/Conclusions: White students in two types of semester-long dialogue courses reported issues of relative comfort and conflict as they explored their own and others’ racial histories and outlooks. They reported feeling safer in the white-only (intragroup) dialogues, as they learned about white culture and privilege; they also lamented not having racialized “others” to learn from. White students in the interracial (intergroup) dialogues often reported more discomfort, risk, and tension, as they learned about the impact of white culture and privilege on students of color, as well as about racism as a white problem. Implications: We draw implications for educational practice that include dissonance and conflict as stimuli for student learning and the use of experienced-based pedagogical techniques that encourage student sharing, critical reflection on narratives and encounters, and mutual participation.

scholarly journals Reframing University Continuing Education’s Role in Community Engagement

2013 ◽  
Vol 38 (1) ◽  
Author(s):  
Heather McRae
Keyword(s):  
Continuing Education ◽  
Community Engagement ◽  
Research Partnerships ◽  
University Campuses ◽  
Engagement Strategies ◽  
University Continuing Education ◽  
The Social ◽  
Funding Opportunities ◽  
National Networks

In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing education, the role of university continuing education (UCE) units in supporting community engagement is not clear. Many UCE units have been involved and continue to be involved in developing and implementing various types of community engagement activities, yet the work of these units is not widely recognized within the university and the community as contributing substantially to the social purpose mission of the institution. The pressures and tensions relating to balancing the social and economic goals of the UCE unit may be influencing the role of UCE in community engagement. Strategies identified in this article that could assist UCE in embedding community engagement within the practice and in reframing the focus of UCE include the development of a community engagement framework and measurement tools that assess outcomes leading to positive social change.

An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism

2021 ◽  
pp. 004208592110165
Author(s):  
Nancy Acevedo ◽  
Daniel G. Solorzano
Keyword(s):  
Risk Factor ◽  
Cultural Capital ◽  
Students Of Color ◽  
Protective Factor ◽  
Racial Microaggressions ◽  
Faculty Of Color ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Communities Of Color ◽  
Research Studies

Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess “cultural” capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview of research studies that exemplify Students and Faculty of Color accessing CCW. Finally, by framing racism as an everyday risk factor, we consider how CCW can be used as a protective factor when experiencing racism.

Multicultural Literature as Critical Literature

2021 ◽  
pp. 121-140
Author(s):  
Carissa McCray
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Community Engagement ◽  
Ethnic Groups ◽  
Students Of Color ◽  
Multicultural Literature ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Literature Analysis ◽  
Critical Literature

In traditional classroom literature, students of color are often left out prompting division, isolation, and discrimination among racial and ethnic groups. The purpose of this literature analysis is to argue the need for multicultural literature to develop identity and social capital for students of color. The literature analysis allows for research from multiple scholars to be used to argue for a particular action in education. The results suggest that an inclusion of multicultural literature demonstrates an increase in engagement, academic achievement, community engagement, and purpose. The need for multicultural literature has been discussed in academia for several decades; however, the implementation and incorporation has yet to manifest fully across educational programs, with stakeholders, or across districts. This review serves to illuminate both the necessity and strategies for multicultural literature.

Sharpening Justice Through DisCrit: A Contrapuntal Analysis of Education

2020 ◽  
pp. 0013189X2095383
Author(s):  
Subini Ancy Annamma ◽  
Tamara Handy
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Critical Race ◽  
Marginalized Students ◽  
Race Theory ◽  
Marginalized Communities ◽  
Communities Of Color ◽  
Specific Incident ◽  
Iris Marion Young ◽  
Nancy Fraser

Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is often not in conversation: Nancy Fraser, Iris Marion Young, Mia Mingus, and Talia Lewis. We query, (a) How does the author conceptualize justice? (b) How does the author consider difference in relationships to justice? and (c) How does the author (re)imagine potential ways to remedy injustice? By recognizing connectedness and maintaining tensions framed within DisCrit, this article enumerates expansive conceptualizations of justice through centering multiply-marginalized communities of color.

The “New Racism” of K–12 Schools: Centering Critical Research on Racism

2017 ◽  
Vol 41 (1) ◽  
pp. 182-202 ◽  
Author(s):  
Rita Kohli ◽  
Marcos Pizarro ◽  
Arturo Nevárez
Keyword(s):  
Education Research ◽  
Students Of Color ◽  
Public Discourse ◽  
School Context ◽  
Racial Oppression ◽  
Critical Research ◽  
Future Directions ◽  
The Past ◽  
Communities Of Color ◽  
K 12

While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.

Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

2018 ◽  
Vol 56 (1) ◽  
pp. 178-203 ◽  
Author(s):  
Jenna R. Sablan
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Quantitative Methods ◽  
Educational Opportunity ◽  
Measurement Theory ◽  
Critical Race ◽  
Race Theory ◽  
Cultural Wealth ◽  
Communities Of Color ◽  
Educational Literature

Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.

scholarly journals 4475 Meeting Partners Where They Are: Tailoring Community-Engaged Research Consultation Services

2020 ◽  
Vol 4 (s1) ◽  
pp. 87-88
Author(s):  
Adam Paberzs ◽  
Patricia Piechowski ◽  
Jordan Poll ◽  
Meghan Spiroff ◽  
Karen Calhoun ◽  
...  
Keyword(s):  
Community Engagement ◽  
Lessons Learned ◽  
Health Priorities ◽  
University Of Michigan ◽  
Community Partner ◽  
Consultation Process ◽  
Grant Applications ◽  
Funding Opportunities ◽  
The University ◽  
Consultation Services

OBJECTIVES/GOALS: One of the most significant challenges to community engagement experienced by Clinical and Translational Science Award (CTSA) institutions is inadequate capacity of academic and community partners to engage in collaborative research. Several CTSAs within the consortium provide consultation services to help address this gap. METHODS/STUDY POPULATION: For over 10 years, the Michigan Institute for Clinical and Health Research (MICHR), a CTSA at the University of Michigan, has provided CEnR-specific consultations to partners seeking support for a variety of needs. Consultations can be requested for assistance with identifying potential partners, developing partnership infrastructure, finding CEnR funding opportunities, and incorporating CEnR approaches into research plans. When a consultation is requested, MICHR’s Community Engagement (CE) Program responds by planning a meeting with staff and faculty who have relevant skills, expertise, and connections. After the initial meeting, the CE Program provides follow-up communication and support based on the needs of the specific request, and often facilitates connections with potential partners. RESULTS/ANTICIPATED RESULTS: The two most frequent types of consultation requests involve 1) making connections with potential researchers or community partner organizations, and 2) providing guidance on research grant applications that involve community engagement. MICHR provides approximately 50 CEnR consultations each year, which have resulted in development of new partnerships, grant submissions, and research projects that utilize CEnR principles and address community-identified health priorities. DISCUSSION/SIGNIFICANCE OF IMPACT: This presentation will describe the evolution of MICHR’s CEnR consultation process and highlight successful outcomes and lessons learned over its 12-year history. CONFLICT OF INTEREST DESCRIPTION: NA

scholarly journals Cross-Language Community Engagement: Assessing the Strengths of Heritage Learners

2016 ◽  
pp. 298-330
Author(s):  
Elise DuBord ◽  
Elizabeth Kimball
Keyword(s):  
General Education ◽  
Community Engagement ◽  
Students Of Color ◽  
Heritage Learners ◽  
Community Based ◽  
General Education Students ◽  
Speakers Of Other Languages ◽  
Community Based Learning ◽  
Cross Language ◽  
Service Experiences

This article reports on university students’ learning outcomes stemming from their work as language partners in a community-based learning project in an English for Speakers of Other Languages (ESOL) class with adult Spanish-speaking immigrants. We present a rubric designed to assess student learning in the collaborative, cross-language nature of the partnership that moves beyond notions of language acquisition. The rubric was used to score the reflective writing of students in two university classes who participated in this off-campus partnership, one in Spanish for majors, and one in English for general education students. Our analysis focuses on correlations between students’ language backgrounds and previous service experiences and the kinds of learning they experienced, in order to explore the strengths that different kinds of students bring to community work. Heritage learners in both university classes achieved the highest outcomes, and they did so regardless of whether they were heritage learners of Spanish or other languages. Students with low levels of previous community engagement—many of whom were students of color and/or heritage learners—also had higher outcomes than their peers with higher levels of previous community engagement. We argue that inclusive project design and local, critical assessment of student outcomes in community-based learning can foster constructive partnerships that recognize and build upon the strengths of heritage learners.

Postgraduate Specialization Fellowship Training for Audiologists: Survey Results From Educators, Supervisors, and Students

2020 ◽  
Vol 29 (2) ◽  
pp. 290-299
Author(s):  
Julie G. Arenberg ◽  
Ray H. Hull ◽  
Lisa Hunter
Keyword(s):  
Fellowship Training ◽  
Professional Organization ◽  
Student Responses ◽  
Academic Affiliation ◽  
Job Opportunities ◽  
Working Groups ◽  
Survey Results ◽  
Active Research ◽  
Funding Opportunities ◽  
Exceptional Patient

Purpose From the Audiology Education Summit held in 2017, several working groups were formed to explore ideas about improving the quality and consistency in graduate education in audiology and externship training. The results are described here from one of the working groups formed to examine postgraduate specialization fellowships. Method Over the course of a year, the committee designed and implemented two surveys: one directed toward faculty and one toward students. The rationale for the survey and the results are presented. Comparisons between faculty and student responses are made for similar questions. Results Overall, the results demonstrate that the majority of both students and faculty believe that postgraduation specialization fellowships are needed for either 1 year or a flexible length. There was a consensus of opinion that the fellowship should be paid, as these would be designed for licensed audiologists. Most believed that the fellowships should be “governed by a professional organization (e.g., American Speech-Language-Hearing Association, American Academy of Audiology, American Doctors of Audiology, etc.),” or less so, a “separate body for this specific purpose.” Potential topics for specialization identified were the following: tinnitus, vestibular, cochlear implants, pediatrics, and intraoperative monitoring. The highest priority attributes for a specialization site were “abundant access to patient populations,” “staff of clinical experts,” and “active research.” The weight put toward these attributes differed between faculty and students with faculty prioritizing “university/academic centers,” and “access to academic coursework in the fellowship area.” The faculty rated “caseload diversity,” “minimum hours,” “research,” and “academic affiliation” as requirements for a fellowship site, with less weight for “coursework” and “other.” Finally, the students valued “improved personal ability to provide exceptional patient care,” “the potential for increased job opportunities,” and the “potential for a higher salary” as benefits most important to them, with lower ratings for “recognition as a subject matter expert” or “potential pathway to Ph.D. program.” Conclusions As a result of the survey, further exploration of a postgraduate specialization fellowship is warranted, especially to determine funding opportunities to offset cost for the sites and to ensure that fellows are paid adequately.

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