Breaking down the barriers between minority youth and higher educatin

Guadalupe to the U Day is designed to increase awareness of higher education and attainment for minority youth currently enrolled at Guadalupe Schools in Salt Lake City, UT. This project is a one-day field trip to the' University of Utah organized by students working with The Lowell Bennion Community Service; Center and the Associated Students at the University of Utah. The field trip brings to through 4th graders to the university where students will attend classes relating to current coursework, students will also spend some time with different departments across campus. Through systematic issues with education systems and social issues regarding race and symbolic representation of minority groups on campus, minority students are less likely to attend a four-year institution and complete successfully. Through the implementation of this program we hope to break down walls between the dreams and the realities of the students at Guadalupe Schools, reinforcing that they are able to attend college and be successful.

Running Head: Breaking Down the Barriers Between Minority Youth and Higher . Education Breaking Down the Barriers Between . Minority Youth and Higher June c. Education Hiatt University of Utah Sociology Community Faculty Partner: Vicki Mori Mentor: Sophie N athenson the University of Utah in partial Integrated Service Project summary submitted to the Service-Learning Scholars' Program through the fulfillment of the requirements of An Lowell Bennion Community Service April,2011 Center. Breaking Down the Barriers Between Minority Youth and Higher Education Table of Contents Abstract 2 Introduction and Background 3 Review of Literature 5 Procedures 9 Results 13 Reflection 15 References 18 1 Breaking Down the Barrie'<"rs Between Minority Youth and Higher Education 2 Abstract Guadalupe to the U Day is designed to increase awareness of education and attainment for minority youth currently enrolled Schools in Salt Lake City, UT. This project is Utah organized a one-day field trip at to higher Guadalupe the' University of Lowell Bennion Community Service by students working with The Center and the Associated Students at the University of Utah. The field trip 4th through current across graders to the regarding race students are some Through systematic issues with and less symbolic representation likely to attend Through the implementation a four-year able to attend departments education systems and social issues institution and of this program college and be time with different of minority groups we the dreams and the realities of the students at they are t= university where students will attend classes relating to coursework, students will also spend campus. brings hope to on campus, minority complete successfully. break down walls between Guadalupe Schools, reinforcing that successful. Breaking Down the Barriers Introduction and At the wanted to community with to work the together for my on a after a Project. I wanted on race. conversation about during the year as the Improvement Program of these Williams and I decided co-chairs of the English projects that we wanted Service University education program called VIP, for about 2 years and I wanted nearly 300,00 to to to Corps. I had been a Voluntary get to know the school and youth will bachelor's go onto Hispanics graduate young degree" (Fry, 2004). The that suggests et. large programming targeting minority students a lack of desire to learn and and limited resources in introduced to colleges degree than those at the a earn amount is the degrees key to of literature success (and of higher education at 2002). The problem surrounding Latino Youth and other minority groups is not The high school. Many issue of underrepresentation of minorities in increasing the number of minority students that Cooper, from postsecondary education, fewer than 60,00 will complete institutions of higher education is very real. There is a Bryce to tie my love of programming further. "Each year a Service of project that I project that would bring students from Guadalupe Schools volunteer with the adult its Integrated social issue, and I decided a University of Utah, conduct Background beginning of the year I began to think about the type complete 3 Minority Youth and Higher Education Between problem degree, but it is a lack of knowledge getting there (Arias, 1986). If minority students are at an who earn a are earlier age, not they are exposed more until later in life of minority groups attaining college admissions level, but the likely to rates higher attend and complete (Fry, 2004). education is not of minority students only seen graduating college Breaking Down the Barriers Between Minority,Youth and Higher Education is very limited. The majority of minority students part time, and will take There years to complete many social pressures that surround are foremost more the economic are relationship are older, will only attend classes than their white classmates college completion. of attaining implications a more than college degree. A direct $80,000 a year degree, while the corresponding figure for those in families $25,000 et per year is 9 Another percent"( Dolgon deeply impacting social influence percent of earn a in the educational system, performance negatively impact a and simple al., 2011). issue that minority students testing comes more overt racism toward students outlook on bachelor's earning less than institutionalized racism and class segregation. Minority students separated (2002). The first and exists between low social-economic status and race, "75 young people from families earning 4 education as are must battle is consistently difficult, language barriers students; all of this well as hinder academic performance (Arias, 1986). After reviewing this information I wanted directly related to this social Guadalupe to the U college campus and Day. problem. to work on a project that was I decided that I would work with This program would serve two expose them to the idea of going to purposes, college Bryce on bring youth to a at a younger age than most outreach programs, but also reinforce hard work in school and academic achievement and I want that we by exposing the students to focus on education were and to academic coursework. Not inequality, familiar with and in this case, a we wanted to select population Schools familiar with. The students that Guadalupe in which only did Bryce a population we are serve are more both than 70% Breaking Down the Barriers Between Latino/a students, and most all economic status; the fit Finally I was come 5 Minority Youth and Higher Education from Spanish speaking homes, with low socio­ perfect. needed to address how this project satisfied my academic endeavors. As sociology major, I have spent the last 4 years learning about inequality and injustice. As I began to think about my project and work with my academic advisor, Sophie Nathenson, it came to light that project from the theoretical framework of symbolic I should approach interactionism. this Symbolic interactionism "views the impact of school hierarchies, between administrators and teachers, teachers and students, and even among students themselves, from the perspective of the reflective self and social expectations" (Dolgon, students are not able to identify with a college campus, likely to be a part of their thought process as they age. college at being on A youth a a young age, there is campus, but also way to build their expectations and create et a aI., 2011). Review of Literature Arias, B. (1986). is less identify with early college relationship resources If able to introduce project shows that students identities' that enables them to utilize obstacles." (Dolgon are 2011). college students who look like them et al. examines the role of education and individual students. "Tis 'college-going' If we a chance that students will be able to identify with study done by Dolgon as a a attending et al. on a campus. exposure to between can higher adopt and navigate Breaking Down the Barriers Between This article discusses the and the challenges that Latino underlying issue are even There are many are article argues that there not make it still relevant and reasons ough the higher applicable that Latino and Latina education system and many of those factors policies that control education. There application of standardized are to the pulling students changes. to The over into a arching students, the problem about the importance of education and in the students home. Without college, a that schools. Although youth goals and our are dreams. the through in the more thorough programming, earlier age, to on a deep rooted set to are policy reach out lack of understanding or ability to speak English quickly slipping through the proverbial project and we were not today. of segregation, from the goals. analysis of policy options be enacted in schools and classroom level article directly discusses in the education system lack of education world that lacks education and can gathered districted into schools. are home based I selected this article because of it's options at an that systems in place that keep students driven toward Latino and Latina students cracks into a reasons many issue lies within the way that schools on at making their way systemic and inherent testing to how students is carried 6 education system, if they varying degrees college atmosphere Education will not make it youth are are research uses The solutions offered in this article range from to Higher of the American Education system able to make it that far. While this article 1980's the.results and and Latina students will face when through this broken system. This Latino and Latina youth will Minority Youth the work that we working at a policy level By drawing more learning. did with we as well I feel that this Guadalupe did strive to attention toward the as give these unavailability of Breaking Down the higher education Barriers Between 7 Minority Youth and Higher Education for minority youth, this article strives to solutions to the provide deepening problem of decreasing numbers of minority groups in colleges and universities. Cooper, C., Cooper, R., Jackson, J., Azmitia, M., Lopez, E., N. (2002). This article discusses the need for high school and middle school level; with schools. The information gathered came programs that reach out to students in college. These programs include, but more college outreach possible expansion and MESA. While these programs level, understand that for many important to introduced at an decided whether not attend elementary are based at a to go to Professional high students, these programs school are not age that is beneficial to students. At this age many students have or not they will attend college, and combat the social aspects of low This into Upward Bound, Development Program it is programming at a high schools, encouraging them limited to Dunbar, implement various from offices that are not & college study also looked at the colleges. Many of these religion and family structure. enrollment for social reasons These many of these programs fail to reasons minority groups. that students choose to attend or dealt with Socio-Economic Status, are areas that are difficult to change and cannot always be addressed by program implementation. I chose to site this article because of its detail of the underlying to causes that influence and attend college. This article also looked how this can impact a programming analysis and thorough at the child's decision to go to youth's decision on whether or not necessity of family involvement, and college. A major part of our project Breaking Down the Barriers Between Minority Youth and Higher Education was including the parents as we had hoped, in the actual event. While the attendance we were able to create was not as session for the parents that a 8 came high to the University of Utah in hopes that they would be able to ask questions about college. With the an in depth analysis importance gave insight to 00190n, C., of programming that reaches out to students, as well as of educating those in the our personal programming and how it would impact students. & Baker, C. (2011). This book presents many ways to approach them in a service approach studies and research, the authors material a statistics and multiple sections that higher education. Through multiple to support the argument way that fails students of color. This a case studies to being presented regarding racial inequalities I will be build case are compiled information that the education system is constructed in provides graphs, social issues, and how to learning framework. There address academia and racial inequality within book life of the student, this article using information from the 7th chapter help and understand the race. in my introduction to help basis for my argument that the education system is flawed and fails students of color. I will use many of the case studies deeper problem of educational inequality. Interactionism ISP. Not as only does outlined in this this book understand my topic, understanding. it me me a use discuss the with with framework for I will also chapter to provide provides as a a large the understanding the theory of Symbolic sociological aspects amount of material to service-learning framework for of my Breaking Down the Barriers Between Minority Youth and Higher Education Fry, R. (2004). This report is very straightforward in outlining the statistically evident gap the number of Latino and white college students who complete graduate. This analysis was done through a a 4 year to the age of 26. statistical data collected in the researchers that the vast majority of Latino institution will not I chose to at the use and Latina students college completion relationship a longitudinal study, attending this article because of its statistical comparative study that student and and Through able to conclude were a post secondary complete their degree. lack of surrounding degree in longitudinal study examining 25,000 youth from the time they completed the 8th grade looks 9 between on the issues for Latino and Latina students. This article college and exposure examines the likelihood of Latino student, both who analysis graduated as well as a racially college completion from from high a school with the white same credentials. Procedures As first we began the planning stages of this project we problem that we problem that we encountered had to address The third issue would be make sure that we were was was working with in our Schools. first a meet the meeting with Vicki Mori, few issues. The The second the teachers to meet their needs. dividing the work between Bryce going to into sustainability of this project. and myself in requirement for completion, of the topic at hand. gain equal understanding saw ran order to as well In order to address these issues the Executive Director of Guadalupe as we Breaking Down the Barriers Between Minority Youth and Higher Education In worked an diligently to exposure to annual effort to continue Guadalupe to the U Day at the University, and I decided to make Guadalupe entity that Bryce and I currently chair. University Service Corps and students together to address college to the U project that will be executed by the University Service Corps, the departments I have educate those involved about the importance of early minority youth. Bryce events 10 Dayan campus bring community needs and provide students opportunities for service. Both Bryce and I have worked with the Bennion Center and The Associated Students of The University of Utah, ASUU, to make sure that this program fits the criteria of University Service Corps events, and I feel strongly that it does. Events held typically successful events, by the Service greatly impacted Corps are highly regarding and students that are involved. I feel that campus and meet the this is the appropriate way to continue this program on sustainability requirement of the Integrated Project. After Bryce and decided that this approach would be the Service best for program I sustainability, we began planning the day. During there was an our first educational component students didn't loose our a day of class. program. In this initial meeting parents up We meeting Vicki told hoped to campus that as well and us that she wanted to make to this program; it sure that was essential that the We decided that this would be the foundation of we also discussed the setting up by setting this programming and put aside they had about college, some some up we fears. possibility of bringing programming for them would answer to attend. questions that Breaking Down the Barriers Between Following this meeting Bryce and was be in going to charge grades. I would be in had the necessary to get their resources securing room reservations, would also help plan the This project was are more questions answered. afternoon activities as who to are make people sure theory states experiences After they are able to of color (Dolgon, C, that students on that second informed that the first plants and the third to contact different saw the are agreed to help was and the they can are more and in charge of multiple departments grade would grade would faculty and be this be symbolic on likely to attend are an was look like them, in mind we wanted multiple interactionism. at Guadalupe, we were more math and creative staff members in the I of people who campus and had talking about biology, working on project. see Baker, C, 2011). With this & sociological theory faculty who meeting with Vicki and the teachers us on I familiar with the institution and what identify students biology. Biology came together easily; who making sure that we people, especially students, in activities where campus in order to combat our roles. I needed. heavily influenced by my major likely to participate and split our lunch for the students, and t-shirts for the students. I institution of higher education if they place would programming for the first and third similar to them. For instance, young students of color takes we of programming for parents, and of Symbolic Interactionism. This color I decided how of the educational charge 11 Minority Youth and Higher Education specifically writing. I began writing department and able to make contact with Dr. Seiburth, She would have three different activities for students. I sent multiple emails to the writing department and received no decided response. I then to reach out to the Daily Utah Chronicle in an attempt to Breaking Down the Barriers have the third grade do response. Finally I an Between exercise with on measurements department; I made was us and gave board in ASUU was call to the office us a decent able to create so a Reggie; he shirt that read "Future that the students could was very willing to lunches. The price for the student's I worked with the office of Parent Resources and wear College them the High School speakers discussed what of college and scholarships, following Saturday an college is and day of the In this session, why it is important, they covered and answered all of the event. Recruitment to set up costs questions the parents had. The event was held on campus called Connecti,ng U days, about 25 parents from Guadalupe Schools attended including those that the U Marketing Graduate" and morning session with the parents that were here with the classes. the a and math. have them printed in time a a no able to find students that would lead I worked with Chartwells and their director work with again, I received Once journalism. decided to try the math advisor in the math department and she unit 12 Minority Youth and Higher Education came to Guadalupe to Day. The event one only issue we ran into day earlier than ended being held all day, after working pushed the day back one I decided, students to see as we more was our up initial date; we with, but the MeCHA student conference it out with the office of day and got closer to had decided to hold the it worked out diversity and was scheduling we perfectly. the event that it would be college students they could identify with. Office of Diversity to join Bennion Center, ASUU and the helpful for theses I asked students from the us for the last 15 minutes Breaking Down the Barriers Between Minority Youth and Higher Education lunch and talk to the students about college and what going received great feedback from this component of the There were many issues that I faced when it afternoon sessions. It seemed, meant. We college day. came to multiple points, we would at to 13 scheduling the never find people to run sessions, but after much rejection we ended up partnering with the Department of Physics, were that the willing to we helps the Bennion Center, the Utah Museum of Fine Arts and run a session could work with, run same urban on In order to dancing. Bryce and I ended higher education for identify departments a program that addresses minority youth, and works with with contact information in public schools. Jennifer was able to provide and ideas that we can incorporate departments students who meeting with Jennifer Indo who up the Adelante Program at the University, which is issue of exposure to some us into the programming of this event for years to come, these suggestions will be discussed later in this paper. Results Guadalupe to the U Day proved to be students of Guadalupe Schools, started this project, Have you heard of common "it is go there", issued college? responses yes they wanted we but also the a successful event, not Do you want to go to college. really big", "you questions The final only for the University of Utah. When Bryce and survey to students to the first two to go to a asking them questions: college? What is college? The were no, they had question has learn stuff' and three I answers not heard of such as "my teacher went there". "tall college, people Breaking Down the Barriers Between Minority Youth and Higher Education 14 Following the event we issued a post survey, the results proved that the students learned from the The event. same and all of the students answered that go. The comments left under the their experience. Students said to college so I they students can get left the a that it is attainable for them. they had heard about question asking what things a more is in the college clear our post survey and wanted to college, spoke directly to II like III want to learn science" and The results from good job". day with questions were issued simple I want to go survey prove that understanding of what college They left the day excited about returning to a is and college campus. Following the contact with responded Bryce to this students at and helped to are shirts for always improve departments days so for next year. The deeper than was event in and the day we they still are a little more as a reality". expected, daily in these college and multiple The next year, talk about it planning and timing. August we would have been University university could have very successful there might have already in this program continue. To quote when it is their turn to be in in. The first would be are and excitement. Teachers and after the event and much program started planning for this see departments excited about returning to the dreaming of the days Although this can planning and established the dreams of these kids are so class. This program goes students start their desire to expressed Guadalupe they wore their myself to professors project with great enthusiasm students have also Vicki Mori, "this event many of the areas to learn. that we I feel that if we had been able to secure more active. It would have been Breaking Down the Barriers Between Minority Youth and Higher Education beneficial to allow for more time to behind schedule and we Following the suggestions of ways were between activities, event Bryce and in which we able to include the split. Lastly, the afternoon, it have been or could improve for of Education. It would be college more following years also bring in more Overall this program were involved, University in the Service their exposure to a dream, but also as a so way to departments proved to community and a preferred by have are more are able to do more use their experience and expertise but and groups campus. in options work closer with the Adelante across campus. meaningful Combining this Corps agenda will allow for students higher education and especially we be successful and on to that the students that some grades during the whole day and interesting for students have shorter sessions program for the way to day next year. A campus tour have been beneficial for the students, during the day. Jennifer Indo suggested as a started the I sat down with Vicki Mori, she made teachers that students stay grouped in their not we didn't catch up until lunch. including more departments would if we move 15 at to all those program into the Guadalupe encourage students to that see to deepen college as not only reality. Reflection Getting this project off of the ground and I submitted multiple proposals and it's importance like it to the and had was but that challenging at times. Bryce multiple meetings community that we might not be worth it, very are trying to about this serve. Thursday morning when 96 project At times it seemed elementary Breaking Down the students poured graduates" unlike Barriers Between out of Minority Youth and Higher busses wearing red t-shirts that said "future it all became worth it. The amazement and excitement anything that I have seen in my 5 years here. It is 16 Education college on their faces something that I will was never forget. This project was so my personal drive to make at college, and that one much more than sure come to much and college", more for that each child knew day they would things. Throughout the day I addressing a be social unbalance, it became they deserved tobe here, graduating a going on heard children saying over and over "I want to take classes", "I want to learn". This me than fighting for this simply graduating with a title, bigger and to again, I" at times. and roadblocks, but the process of learning how to want to project became so it became about these kids There were maneuver many dead ends around them essential to developing this project. The trials that I had to overcome, such scheduling, and essential to programming were showing these students that they could making this do this. There were exclaimed throughout the day that they wished they could we better program to continue to exist. My work with this project was trying While to be understand that these are program perhaps a come to reality that as a success and many students who very spur of the moment certain amount of truth behind them, was college everyday. thoughts, there had not is a previously been there for this student. Through this project I was able to put my understand the social implications necessary for of a sociology training to problem and then use and really evaluate the steps remedying the problem. Completing this project taught me more Breaking Down the Barriers Between 17 Minority Youth and Higher Education about applied sociology than any class that I have taken. Not only did this project affect me academically, it hit me neighborhood that these youth the community that For example, man who is one on I was live it. It girl that she is are being that was an of the 4th graders I am that attended the make a the sister to a helping to day is my basketball team. Her older sister is 16 and part of a tagging endless, but they are exposed to. options for life that do My hopes not include a The a possibilities see difference. young mother, her mother surroundings that students like her for this and the ideas that there are other teenage pregnancy and criminal activity, unfortunately that is what most of these Hope and crew. in fact limited to her are from the am amazing feeling to be working with raised in, and know that I is uneducated and her brother is young close to home kids will face. foundation to continue toward ( them, I know that this project delivered that. higher education is all we can give Breaking Down the Barriers Between Minority Youth and Higher 18 Education References Arias, B. (1986). The Context of Education for Hispanic Students: American Journal of Education, 95(1), 26 - An Overview. 57. Cooper, c, Cooper, R., Jackson, J., Azmitia, M., Lopez, E., & Dunbar, N. (2002). Bridging Student' Multiple Worlds: African American & Latino Youth in Academic Outreach Programs. Applied Developmental Science, 6(2), 73 - Dolgon, C, 87. & Baker, C. (2011). Why Can't Johnny Read? Education in Crisis. Social Problems, A Service Learning Approach (pp. 241 279). Thousand Oaks, California: Sage Publications. - Fry, R. (2004). Latino Youth Finishing College: Hispanic Center Report, 1 (1), 1 32. The Role of Selective Pathways. Pew - "Latino High School Graduates Enroll in College at Higher Rates than Whites, Yet Too Few Graduate Pew Hispanic Center." Pew Hispanic Center. - Version 1. Pew Hispanic Center, 5 Sept. 2002. Web. 2 Apr. 2011. <http://pewhispanic.org/newsroom/releases/release.php?ReleaseID=l>. Pew Hispanic Center tabulations of 2009 American Community Survey (1 % IPUMS)