Providence After School Alliance

Choose one position that you might be interested in pursuing (now or later in your career). What is exciting about this position to you?

As I'll soon hold a BA in Youth Development from Rhode Island College (YAYYY) with full experience in working at youth school programs, I would be interested in pursuing the AfterZone Site Coordinator Position. I am familiar in overseeing daily operations (e.g., my job at the Walking School Bus as Program Coordinator). These kind of responsibilities definitely keeps me busy, and I learn so much along the way, which is exciting. Also, I would enjoy this particular position because it is a balance of interacting with youth and managing the program. During my jobs, internship, and volunteer work, I have realized that this specific balance is a necessity in my future career (in order to feel completely satisfied and content about my career choice).

What seems challenging?

The challenging part may be overseeing the ENTIRE school body. I have only experience in overseeing 30+ students and 4 volunteers. It would probably be a struggle in the beginning, but I am willing to learn and grow!

Looking at the bio (and googling the staff member) what prior training, education, or experiences prepared them for this role?

The current AfterZone Site Coordinator has a few years of experience in youth and education settings.

ONE QUESTION for Brittany about PASA.

What challenges have you faced in your current position at PASA?

NEW URBAN ARTS

"We are grounded in the belief that in order to fulfill the promise of our democracy, all young people, no matter their place in society, should have the opportunity to become more creative and independent thinkers"

New Urban Arts is committed to serving low-income youth particularly urban high school students. The nonprofit organization located in the heart of Providence encourages students to develop creative practices which allow them to become more imaginative, and active, community members. New Urban Arts web section on "impact" explicitly illustrates the type of student body population it serves. "94% of our students are from five ZIP Codes; 02904, 09205, 02907, 02908, and 02909 where collectively the poverty rate for families with kids is 34%, almost twice the national average."
According to the Community Lifestyle and Demographic Information (Esri), the median income in the zip code of 02909 is $33,525 which is very low compared to the other zip code areas. These residents consist of new arrivals, new families, embarking new careers, and learning a new language. As a 02909 long-term resident and a youth worker whom works at the neighborhood elementary school, I can certainly say these statistics are true. Many of these families are Latinx immigrants desperately fighting to a better life for their loved ones. It is painful to do comparisons from other cities such as East Providence. The demographics shows how 02909 is right under the poverty line.

Theory of Change

21st Century Community Learning Centers' focus is to federally fund out-of-school programs. This is their way to support programs and help shape communities. 21st CCLC's mission is to provide students with academic support, enrichment and school engagement. It is designed to impact youth's academic success.

Below I have attempted to fill out the Theory of Change worksheet. However, I was unsure on what to put in "What steps are are needed to bring about change?" column. Perhaps add a brief description of the fund application process? (as well as the Key Assumption boxes). I think I will have a better understanding once the worksheet is completely finished.

#BLACKLIVESMATTER

BLACK LIVES MATTER 

"Our lives begin to end the day we become silent about things that matter" -Martin Luther King Jr.


 As movements such as Black Lives Matter continue to strongly fight injustice in Black communities, it is crucial for younger generations to understand the foundation and significance of it all. I had a similar experience explaining BLM at my job.


Days before departing to Washington DC for the Women's March of 2017, a preteen at the Boys and Girls Club had asked the reasoning for my participation in the movement. After sharing my thoughts, they then compared the Women's March to Black Lives Matter. The preteen said, "I watch people walk with 'Black Lives Matter' sign on the news. What does it really mean?"
My response: "Well, Black Lives Matter is an enormous organization of people that come together to fight the violence against Black communities. These individuals use their voice to speak about the truth and spreading the truth."
The preteen was interested in learning more, so together we went over important terms that are affiliated to Black Lives Matter: civil rights movement, police brutality, activism, protest, march and so forth. When introducing new information to youth, I always like to give examples (and many of it), in order for their spongy brains to retain new information. For instance, the comic strip below was demonstrated to the youth. We also went over the meaning of Kendrick Lamar's civil rights anthem 'Alright' (which fit perfectly because Kendrick is one of their favorite artists). These examples helped because not only does it break down the definition of Black Lives Matter, but it also captures their attention. There are myriad ways in explaining what Black Lives Matter is, and I think my approach was accurate and informative for a thirteen year-old youth to fully comprehend.

Questions for YDEV class:
1. What are your thoughts on taking teen youth to a Black Lives Matter march as a field trip?
2. At what age should youth be taught the meaning of Black Lives Matter?