Maywood Experience & Project

E-Portfolio Entry

Activity Name & Description: Maywood Experience

Cohort Five of the Master of Science in Higher Education program completed the Fifth Annual Maywood Education Fair on Saturday, October 12, 2013.  The event was created to foster a college-going culture within the community; it was open to residents of all ages.  I was apart of the Pre-Kindergarten – Fifth Grade Committee designed and implemented educational interventions based on Yosso’s (2005) Community Cultural Wealth model, Paulo Freire’s Pedagogy of the Oppressed, Lev Vygotsky’s Zone of Proximal Development Theory, Jerome Bruner’s Theory of Scaffolding, and the California State Content Standards for elementary school students. 

Date/Semester

2013 (Fall Semester)

Learning Domains Addressed (Labels)

X Leadership

X Social Justice & Advocacy

X Education

X Personal Development
X Assessment & Evaluation

Learning Outcomes

Student Will BAT work with a committee to develop interventions to reach PreK-5th Grade Student Community. 

Student Will Be Able To reflect on Maywood Experience and how it shifts professional practice. 

Evidence (See Essay/Graphics)

Pre-Kindergarten – Fifth Grade Intervention Evaluation Report

Deejay Brown, Cesar Montenegro, and Lindsay Sterk

California State University, Fullerton

19 November 2013

Abstract

Cohort Five of the Master of Science in Higher Education program completed the Fifth Annual Maywood Education Fair on Saturday, October 12, 2013.  The event was created to foster a college-going culture within the community; it was open to residents of all ages.  The Pre-Kindergarten – Fifth Grade Committee designed and implemented educational interventions based on Yosso’s (2005) Community Cultural Wealth model, Paulo Freire’s Pedagogy of the Oppressed, Lev Vygotsky’s Zone of Proximal Development Theory, Jerome Bruner’s Theory of Scaffolding, and the California State Content Standards for elementary school students.  Two learning outcomes were created for each intervention.  The results were assessed based on the student learning outcomes.  This paper will discuss the methodology utilized to deliver the interventions, assess the results, and provide recommendations to assist future committees.

Pre-Kindergarten – Fifth Grade Report

I. Introduction

        The Master of Science in Higher Education (MSHE) program at California State University, Fullerton (CSUF) partnered with the leaders in the community of Maywood for the Fifth Annual Maywood Education Fair.  The mission of the fair is to “provide higher education awareness, knowledge, and resources to the residents of Maywood and the surrounding community in order to create a college going culture among students and their families” (California State University, Fullerton, 2013).  Maywood, California is considered an underserved and underrepresented community with a low college attendance rate.  Ninety-seven percent of residents identify as Hispanic or Latino and only three percent of residents over the age of 25 have at least a Bachelor degree (United States Census Bureau, 2013).  Each cohort of the MSHE program strives to build upon the involvement of the previous cohort to ensure the fair is a meaningful experience for all stakeholders including Maywood community members, community leaders, CSUF Faculty and MSHE students so that collaborative efforts are continued.

        The Pre-Kindergarten – Fifth Grade (PreK-5) Committee developed three separate learning interventions based on the grade levels of the participants: Pre-Kindergarten to First Grade, Second to Third Grade, and Fourth to Fifth Grade.  Due to the discontinuation of the Parent Committee, the PreK-5 Committee was also responsible for providing information and resources to parents participating in the intervention with their children.  All participants were involved with an interactive and visually stimulating PowerPoint presentation that discussed the pathways to higher education, provided reasons to attend college, explained possible career options, and demonstrated various activities students can engage in on a college campus.  The presentation also had information for parents which included financial aid options, scholarship resources available to elementary school students, and strategies for helping their children succeed in primary school.  Once the presentation was complete, participants were divided amongst their grade levels to begin the learning interventions.  Parents and caregivers were encouraged to join in the interventions, not only to assist their children with the activities, but also to engage in dialogue with the facilitators and their children about the positive impact of a college education.

II. Review of Literature

According to the United States Census Bureau, 28.2 percent of United States citizens 25 years of age or older had obtained a Bachelor degree or higher in 2011 (United States Census Bureau, 2013a).  This rate is substantially lower in Maywood, California as only 3.4 percent of residents reported achieving a Bachelor degree or higher (United States Census Bureau, 2013b).  To understand these rates, it is essential to consider the high school graduation rates as well.  Maywood Academy, the only public high school within the boundaries of Maywood, had a graduation rate of 78.2 percent during the 2008-2009 school year (Los Angeles Unified School District, 2010).  Since high school drop-out rates “often result from a much longer process of disengagement that begins in elementary school,” it is crucial to begin college outreach programs to elementary school students (Messacar & Oreopoulos, 2013, p. 58).  Partnerships between elementary and secondary schools and college campuses are encouraged to create early intervention programs (Perna & Swail, 2001; Hebel, 2005).

In recent years, a number of programs across the nation have focused on creating awareness about college and developing partnerships with local college campuses.  Some programs begin as early as elementary school, and aim to create a college-going culture (Adams, 2010; Mangan, 2011; Rhoads, Walde, & Winter, 2004; Shepard et al., 2007).  Research on K-16 partnerships in California have demonstrated that “school reform strategies can have positive effects on student performance in high school and student access to higher education” (Domina & Ruzek, 2012, p. 260-261).  Many colleges engage in and encourage students to participate in various forms of community outreach such as volunteering at non-profit organizations or hosting open house events for underrepresented populations.  Although both types of charitable events provide students with service learning opportunities, “these activities meet the curricular needs of the university, they do not meet the needs of the community” (Weinberg, 1999, p. 801). Research has emphasized the importance of “community visioning activities” to assist low-income communities as they learn to build upon their own strengths in order to maneuver through the college setting (Weinberg, 1999).  The utilization of Community Cultural Wealth (Yosso, 2005) and Emancipatory Learning Theory (Freire, 1972) are ways in which colleges and universities can successfully partner with communities of color and help them build upon their assets through the exploration of cultural capital.

As Yosso states, a key feature of Community Cultural Wealth is “to transform education and empower People of Color to utilize assets already abundant in their communities” (Yosso, 2005, p. 82).  Thus, Yosso’s (2005) Community Cultural Wealth model was utilized as a framework for the interventions.  Yosso explains that underserved communities possess forms of cultural wealth, which are not traditionally recognized or valued (Yosso, 2005).  A qualitative study by Nora Luna and Magdalena Martinez (2013) found that aspirational, familial, social, and navigational capital were the four forms of community cultural wealth that were cited by participants as manners in which “school and college personnel can acknowledge, value, and respect Latino student strengths in order to encourage Latino educational success” (Luna & Martinez, 2013, p. 15).  Paolo Freire also helped revolutionize the way education is provided in underserved communities.  In Freire’s work, Pedagogy of the Oppressed (1972), he explained "education as the practice of freedom-as opposed to education as the practice of domination” (Freire, 1972, p. 62).  Freire proposed that society reject the banking method of education and embrace dialogic teaching, where educator and pupil engage in an exchange of knowledge (Freire, 1972).  Several studies have utilized a combination of Yosso and Freire’s work to create a framework for an improved education system (Larrotta & Yamamura, 2011; Liou, Antrop-Gonzalez & Cooper, 2009; Luna & Martinez, 2013).  In addition to researching recommendations for school improvements, it is important to consider what type of framework is currently utilized in elementary education.

When attempting to create grade appropriate learning outcomes for a population which one is not familiar, such as PreK-5, it is important to discover as much as possible about the abilities and expectations of that particular age group.  Since the state of California has led the nation in developing curriculum frameworks and standards for subject matter taught during elementary education, it seemed appropriate to reference the California State Content Standards to discover what students at the various grade levels are capable of, or are expected to be able to accomplish (Sleeter, 2002).  The California State Content Standards are based on various theories of student development such as Jerome Bruner’s Scaffolding and Lev Vygotsky’s Zone of Proximal Development theories (State of California Department of Education, 2012).  Bruner believed that lessons for students should build upon what they already know.  In regard to the California State Content Standards, each standard for one grade level is building upon that same standard for the grade level prior.  Vygotsky’s Zone of Proximal Development refers to the concept of challenging students just beyond their independence level (Gauvain & Cole, 2009).  Vygotsky also recognized the important role parents play in their children’s development.  He believed that development “occurs in the everyday experience​s that children have, particularly in their interactions with more experienced members of their cultural community.  Through social interactions, adults pass on to children the practices, values, and goals of their culture" (Gauvain & Cole, 2009, p. 42).  In addition to building upon what students already knew about college and challenging them to create goals, the PreK-5 Committee also sought to involve parents in the intervention.

Partnerships with parents and families are important when striving to create a college-going culture as early as elementary school.  Partnering with parents is essential for early childhood development as “collaborative interaction and shared responsibility will give children a sense of continuity between a home and the school environment” (Cromwell, 1994, p. 225).  Studies have demonstrated that youth-oriented college outreach programs “have positive consequences for the attainment of one subgroup of adults: parents of participating students” (Perna, Fester, & Walsh, 2011, p. 936).  Creating social networks within communities is preeminent in helping parents learn more about college and.  College outreach programs should build social networks and community relationships to encourage students and ensure future participation (Auerbach, 2004; Perna, Fester, & Walsh, 2011).  Parental involvement in children’s educational settings demonstrates positive interactions and “may help the students in the college application process and when meeting with professors and counselors once in college” (Dumais & Ward, 2010, p. 251).  As such, the PreK-5 Committee considered various frameworks when developing the Maywood Education Fair interventions.

III. Methodology and Implementation

After reading through the 2012 PreK-5 Committee’s Maywood Fair Report, this year’s committee desired to challenge the children of Maywood to create goals.  The 2013 PreK-5 Committee decided not to follow the previous years’ interventions, but rather create their own.  The activities needed to be different in case participants from last year were in attendance.  Regarding theory, the 2012 committee utilized Piaget’s Stages of Cognitive Development.  The 2013 committee believed the theories of Vygotsky and Bruner would provide a better foundation for the interventions.  Unlike Piaget, Vygotsky emphasized the important role that culture plays in cognitive development and that students learn through their culture (Woolfolk, 2004).  Additionally, Piaget believed that children were essentially blank slates and would be unable to perform certain tasks without being told how to do so while Vygotsky and Bruner believed that children had pre-formed concepts about how to perform certain tasks based on their culture and could be guided through tasks with assistance (Woolfolk, 2004).  Regarding cultural capital, the 2012 committee utilized all six forms of capital collectively, but different forms of capital for each subgroup.  To have consistency amongst all subgroups with the PreK-5 group, the 2013 committee selected three forms of capital and utilized the same three forms of capital for the interventions for each subgroup.

During the intervention development process, the PreK-5 Committee researched early childhood development theories, attended two Parent Teacher Association (PTA) meetings at elementary schools that serve Maywood residents, and engaged with the course textbooks Freire’s (1972) “Pedagogy of the Oppressed” and Yosso’s (2005) Community Cultural Wealth.  The committee focused on three different frameworks.  Due to the fact that committee members were inexperienced at working with children, the committee sought to gain an understanding of their capabilities by utilizing the California State Standards as one framework.  The committee also sought to ground practice in theory, and therefore focused on Vygotsky’s Zone of Proximal Development and Bruner’s Scaffolding approach for the final framework, both of which are integrated in the California State Standards.  However, because of the historically hegemonic approach of the K-12 system, Freire’s (1972) liberatory ideology from “Pedagogy of the Oppressed” and Yosso’s (2005) Community Cultural Wealth were also considered.

Freirian ideology was applied to the PreK-5 workshops in order to combat deficit thinking and begin engaging with the Maywood community in authentic dialogue (Freire, 1972).  The committee desired to communicate with parents of elementary school students.  Every elementary school within proximity to Maywood was contacted and received a request from the committee to participate in PTA meetings.  The committee’s efforts yielded two opportunities for dialogue within two elementary schools in the city of Huntington Park.  The first opportunity was at Miles Elementary School, where the committee was provided the opportunity to speak to parents in an information session for magnets students.  The second opportunity came from Lucille Roybal-Allard Elementary School, where the committee was invited to speak with parents during their English as a Second Language (ESL) class.  During both of these opportunities, the committee gained a better understanding of the needs of the community.  Both of these interactions allowed the committee to ascertain the primary concerns of parents regarding college.  As a result, the committee realized the importance of providing resources such as scholarship information tailored to elementary school students.  As such, half-sheet handouts in English and Spanish with information about scholarships were provided to parents during the fair (See Appendix A).  Furthermore, through these efforts, the committee was able to speak with a few children of the community.  This gave the committee an opportunity to understand their expectations for college.  Due to these opportunities, the committee was able to program the workshops with the community, which is an essential form of Freirian ideology.  In addition, an interactive presentation was developed to allow presenters and participants to learn from one another. Instead of implementing the “banking” method, the committee sought to create co-constructed knowledge.  The committee's goal during the presentation and the workshops was to ask each child to narrate their future as they see it (Freire, 1972).  Participants were not provided with a one-sided narrative; instead they were allowed to share their own personal stories and goals.  The utilization of cultural capital also allowed participants to expand on their goals by discovering assets within their families and community.

The PreK-5 Committee decided to emphasize the following cultural wealth assets: linguistic, familial, and aspirational (Yosso, 2005).  Cultural wealth can be described as “an array of knowledge, skills, abilities and contacts possessed and utilized by Communities of Color to survive and resist macro and micro-forms of oppression” (Yosso, 2005, p. 77).  As defined by Yosso, linguistic capital not only refers to bilingual skills, but also to the ability to “communicate via visual art, music or poetry” (2005, p. 79); familial capital denotes the familial wealth of knowledge, which includes "a sense of community history, memory and cultural intuition” (2005, p. 79); and aspirational capital is “the ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers” (2005, p. 79).  Thus, the committee wanted to foster these forms of community cultural wealth throughout the interventions.  In order to promote linguistic capital, all of the interventions and handouts were in English and Spanish.  Participants were encouraged to communicate orally and in writing in either language.  The benefits of bilingualism as they relate to potential career options were also discussed.  Familial capital was promoted as the committee encouraged participants to talk about and write about ways in which their families, friends, schools, teachers, and community help them.  Finally, the committee sought to promote aspirational capital by providing participants an opportunity to imagine themselves in college, and what their lives might be like after college. By utilizing these forms of cultural wealth, the committee sought to combat any inherent bias that the California State Content Standards may harbor.

Despite the lack of cultural awareness in the California State Content Standards, the standards were still utilized as they provided a sense of the abilities and expectations for students in grade levels with which the committee was not familiar.  After reading the California State Content Standards, it was clear the Pre-K to Fifth grade population had a wide skill range.  Due to recommendations from previous cohorts to divide the PreK-5 group into separate subgroups, the committee utilized the Content Standards to separate the participants into three closely matched groups.  The PreK-5 Committee developed three separate groups of grade levels for the participants: Pre-Kindergarten to First Grade, Second to Third Grade, and Fourth to Fifth Grade.  Once the subgroups were created, specific English-Language Arts and Visual Arts Content Standards were selected to guide the activities for each group.  The California State Content Standards are grounded in theories such as Lev Vygotsky’s Zone of Proximal Development and Jerome Bruner’s Scaffolding.  The Zone of Proximal Development refers to activities individuals can do with assistance (See Model A).  Scaffolding refers to building upon what students already

Model A: Lev Vygotsky’s Zone of Proximal Development.

know or have learned.  Both of these theories were considered when creating the interventions and realizing that some participants may not be challenged enough or may finish the activities early, volunteers were supplied with a list of questions on the volunteer direction sheets (See Appendix B) to ask participants that would help them expand or continue their activities.  A combination of the Content Standards framework and Freire and Yosso ideologies created a balanced approach for developing the interventions.

With these frameworks, the development of the interventions commenced and a timeline was created with deadlines for the committee (See Appendix C).  Recognizing that certain committees were creating designated times for their workshops, the PreK-5 Committee collaborated with the Middle School and High School Committees and decided to implement two one-hour sessions in an attempt to allow for parents of multiple participants in different grades the ability to attend at least two workshops.  The first session was scheduled from Noon to 1:00PM and the second session was from 1:15PM to 2:15PM.  Each session followed the same format and had identical activities.  In addition to creating the activities for the session, a list of supplies and a budget proposal were created (See Appendix D).  Since the PreK-5 Committee was assigned to Parish Hall for their intervention, the committee members had to be cognizant of the timing and preparation for the opening and closing ceremonies, as they were held in the same space, and created an agenda for the activities held in the facility throughout the day (See Appendix E).  

The intervention began with a brief 15 minute PowerPoint presentation (See Appendix F).  The presentation was visually stimulating with several pictures and interactive pieces as it asked participants to answer questions and share their knowledge regarding college as well as their goals.  By asking the participants to share their knowledge, and create their story, we sought to disrupt the one-sided narrative, and co-construct meaning with our participants, as they shared their personal stories (Yosso, 2006).  There were some slides where participants were asked to read sentences and fill in the blanks and other slides asked participants to talk about what they saw in the pictures.  There were also slides that catered to the parent population with valuable resources, such as a map of the various pathways to higher education and scholarship opportunities for elementary school students.  The presentation served to provide a foundation for understanding the various possibilities available during and after college.  The presentation also provided information and generated ideas that would assist participants with the next part of the session.  Each slide had text translated in both English and Spanish and participants were encouraged to speak in whichever language they felt most comfortable.  The translation of the presentation in Spanish provided parents who were literate in Spanish an opportunity to follow along even if the children were participating in English.

Once the PowerPoint presentation was completed, participants were separated into three different workstations: Pre-Kindergarten to First Grade, Second to Third Grade, and Fourth to Fifth Grade.  Each subgroup had different grade-level appropriate activities. Two activities, with unique student learning outcomes were developed for each subgroup of the PreK-5 session.  

Pre-Kindergarten-First Grade

As mentioned, the California State Content Standards for English-Language Arts and Visual Arts were woven into each subgroup’s intervention.  The Content Standards for Kindergarten were determined the best fit for this subgroup as there are no standards for Pre-Kindergarten students.  Furthermore, since the academic school year had commenced merely one month prior to the Maywood Education Fair, the first grade standards may have been too advanced for a majority of participants.  The activity for the Pre-Kindergarten to First Grade (PreK-1) group asked participants to draw a picture of themselves as adults, and write about the picture.  The first student learning outcome for the PreK-1 group was: Students will be able to describe what they want to be when they grow up by drawing a picture of themselves in the future.  This learning outcome was guided by Visual Arts- Aesthetic Valuing Standard 4.1, which states: “Students can discuss their own works of art” (California State Board of Education, 2013).  The second student learning outcome was: Students will be able to write about themselves in the picture.  This learning outcome was guided by English-Language Arts- Speaking Application Standard 2.1, which states: “Students can describe people, places, things, locations, and actions” (California State Board of Education, 2013).  Participants were encouraged to write in whichever language they felt most comfortable.  Both of these activities were on the same worksheet (See Appendix G).

Recognizing that some participants in this subgroup may not have formal concepts of art or the sensorimotor skills needed to utilize drawing and writing utensils, additional research was conducted to assist with how young children create and interpret art.  Arts and crafts activities are important and telling in the early childhood developmental stages and can be broken into different stages.  Children about four years old and younger are in the “Scribble Stage” which is defined as “zig zags, curves, or spontaneously placed splashes that appear to have little meaning” but “indicate the beginnings of representational art” (Cromwell, 1994, p.176).  Children between four and seven years old are in the “Preschematic Stage” which is defined as the time when “simple drawings begin to represent something or someone” (Cromwell, 1994, p. 177).  Art activities allow pre-verbal children an opportunity to express themselves.  Also realizing that some participants may not have formal writing experience, some participants were asked to talk about the picture.  Storytelling is defined as a “pedagogical strategy that can help young, diverse children make a connection between prior knowledge and rel-life experience and new content learned” (Gonzalez, 2009, p. 45).  While storytelling may be viewed as a learning tool created by dominant society, it is also considered a “valued skill in many traditional cultures, and many young, diverse children will be familiar with the cultural use of stories for both teaching and entertaining” (Gonzalez, 2009, p. 46).  Oral storytelling is just as valid and important for young participants and helps build on their linguistic capital (Yosso, 2005).  Since parents play such an important role during early childhood development, they were encouraged to assist their children with the activity.  

To facilitate this intervention, committee members explained the worksheet to the volunteers and supplied the materials necessary to complete the activity.  Volunteers were provided a list of questions to help guide a conversation with the students about their picture (See Appendix B).  These questions were developed to provide a scaffolding approach and were guided by the theoretical framework of Vygotsky and Bruner.  Participants were encouraged to perform as much of the activity as possible by themselves and were encouraged to add items to their picture.  Participants were then asked to write about their picture.  They were given the option to either write the words or sentences by themselves, or copy the words or sentences that the volunteers had written from their conversation.  The storytelling technique that was used emphasized linguistic capital, while the subject matter related to aspirational capital (Yosso, 2005).  

Second-Third Grade

The committee implemented Content Standards for second graders when developing the student learning outcomes and activities for the Second-Third (2nd-3rd) Grade subgroup.  Second grade standards were deemed most appropriate as the third grade participants had started school about one month before the event and the third grade standards may have been too challenging.  The standards used were: English-Language Arts- Writing Strategies Standard 1.1: “Students can follow group related ideas, and maintain a consistent focus” and Visual Arts- Creative Expression Standard 2.1: “Students can demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils” (California State Board of Education, 2013).  Each standard was tied to a student learning outcome and an activity.  The first activity asked participants to cut out study habits from a worksheet, and categorize them as either positive or negative and paste them in the correct box (See Appendix H).  The student learning outcome for this activity was: Students will be able to classify behaviors as either positive or negative to prepare for college.  In accordance with linguistic capital, the study habits were written in both Spanish and English (Yosso, 2005).  The second activity asked participants to create a collage utilizing words and pictures to depict their future aspirations, including college and life after graduation.  The student learning outcome for this activity was: Students will be able to explain their aspirations for college through a collage of pictures and words from various publications.  These publications were collected by fellow cohort members at the various institutions where they are employed and/or completing fieldwork assignments.  The publications collected were in English and Spanish and participants were able to cut various pictures, words, and phrases and paste on to construction paper.

Volunteers were given a set of scaffolding questions in accordance with Vygotsky and Bruner’s theoretical framework.  These questions were on the Volunteer Directions for this subgroup (See Appendix B).  These questions served as catalysts to challenge and support the students through the activity.  In addition, these questions served to discuss additional study habits that the participants engaged in, as well as to discover different paths for the participants to follow as they continue their education.

Three forms of cultural capital were utilized in this intervention.  In referencing aspirational capital, participants were given the opportunity to imagine their future, after college (Yosso, 2005).  The activity utilized linguistic capital by having the students use their storytelling abilities to create a collage symbolic of their aspirations (Yosso, 2005).  In addition, publications were provided in English and Spanish to highlight the importance of a second language.  Referencing familial capital, students were asked to think of the study habits that have been ascribed by their family, so that they may classify a list of study habits as either positive or negative (Yosso, 2005).

Fourth-Fifth Grade

The committee implemented Content Standards for fourth graders when developing the student learning outcomes and activities for the Fourth and Fifth grade group.  The English-Language Arts- Writing Applications Standard 2.1d states that “students can provide insight into why a selected event or experience is memorable” (California State Board of Education, 2013).  This standard served as a guide for the first activity which asked participants to visualize themselves as adults and write a story of what their lives would be like in the future on the provided worksheet (See Appendix I).  The student learning outcome developed for this activity was: Students will be able to compose a story about their plan for college by writing about their goals.  For the second activity, the committee utilized Visual Arts- Connections, Relationships, Applications Standard 5.3, which states that “students can construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event” (California State Board of Education, 2013).  This activity asked participants to think about their lives, and create a timeline that describes accomplishments that they expect they will achieve between now and the time when they graduate from college.  The student learning outcome for this activity was: Students will be able to construct a timeline of events between the fair and college with milestones and accomplishments.  Participants were provided markers and construction paper to complete their timeline.

Volunteers assigned to the 4th-5th Grade subgroup were given a set of scaffolding questions in accordance with Vygotsky and Bruner’s theoretical framework.  These questions were on the Volunteer Directions sheet for this subgroup (See Appendix B).  The scaffolding questions served as catalysts to challenge and support the students through the activity.  In addition, these questions served to begin dialogue with the participants about their goals and how they see themselves in the future.  

The committee utilized the first activity as a means to inspire children to use their aspirational capital by imagining themselves in the future (Yosso, 2005).  By asking the participants to paint a story of their future, the committee sought to evoke both their aspirational and linguistic capital (Yosso, 2005). Furthermore, the second activity was designed to provide participants with an opportunity to visualize a timeline of accomplishments.  The focus for the second activity was on linguistic, aspirational, and familial capital (Yosso, 2005).

IV. Assessment and Evaluation

Three assessment rubrics were designed based on the student learning outcomes, one rubric for each subgroup of participants.  The volunteers assigned to the PreK-5 Committee were responsible for assessing the participants’ completed worksheets or activities.  They utilized the rubrics on the Volunteer Direction sheets for each grade level group (See Appendix B).  The assessment sheets focused solely on final work, and do not reflect the progress that the participants made as a result of the scaffolding approach.  The volunteers were trained on the presentation and the interventions prior to the opening ceremony.  A training agenda was developed for the volunteers (See Appendix J).  Additionally, two volunteers were trained specifically to work at the check-in table to ensure participants were checked in and checked out with a parent if their parent was not staying with their child.

Pre-Kindergarten-First Grade

Thirty-four of the total participants were in the PreK- First grade group.  The participants were asked to draw a picture of themselves as what they wanted to be when they grew up.  The activity also asked participants to either write about themselves in the picture or tell a volunteer about their picture so the volunteer could write about their picture (See Appendix K for an example).  Of the 34 total participants, 18 were Advanced, 13 were Basic, and three were Poor for Student Learning Outcome 1: Students will be able to describe what they want to be when they grow up by drawing a picture of themselves as adults (See Table 1).  For Student Learning Outcome 2: Students will be able to write (or talk) about themselves in the picture, 16 were Advanced, nine were Basic, and nine were Poor.

Table 1: Student Learning Outcome Results for PreK-1st Grade

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to describe what they want to be when they grow up by drawing a picture of themselves as adults.	Student drew a picture of him/herself in his/her desired career and with tools, people, and/or environment.	Student drew a picture of him/herself in his/her desired career.	Student did not draw a picture related to a career.
	18	13	3
SLO 2: With assistance, students will be able to write about themselves in the picture.	Student wrote a phrase or sentence about their picture.	Student wrote a word about their picture.	Student did not write their picture.
	16	9	9

Second-Third Grade

Five volunteers facilitated the intervention for the 2nd-3rd Grade subgroup.  The first activity asked participants to complete a worksheet in which they cut out study habits from a paper and pasted them into the appropriate positive or negative box on the worksheet.  The Student Learning Outcome for the first activity was: Students will be able to classify behaviors to prepare for college as either positive or negative.  Out of the total number of participants, 23 were Advanced, one was Basic, and one was Poor (See Table 2).  The second activity asked participants to create a collage of pictures and words to explain their aspirations for college.  The Student Learning Outcome was: Students will be able explain their aspirations for college through a collage of pictures and words from various publications (See Appendix L for samples).  Twenty-one participants exhibited skills of Advanced, 11 were Basic, and four were Poor.

Table 2: Student Learning Outcome Results for 2nd-3rd Grade

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to classify behaviors as positive or negative to prepare for college.	Student correctly classified all five behaviors as either positive or negative to prepare for college.	Student correctly classified four of the five behaviors as either positive or negative to prepare for college.	Student correctly classified three or less of the five behaviors as either positive or negative to prepare for college.
	23	1	1
SLO 2: Students will be able to explain their aspirations for college through a collage of pictures and words from various publications.	Student utilized various pictures and words to explain his/her aspirations for college in a collage.	Student utilized various pictures and one word OR various words and one picture to explain his/her aspirations for college in a collage.	Student utilized only words or only pictures to explain his/her aspirations for college in a collage.
	21	11	4

Fourth-Fifth Grade

Three volunteers were assigned to facilitate the activities for the 4th-5th Grade subgroup.  There were a total of 16 participants in this subgroup.  The first activity asked participants to write a story about their plan for college (See Appendix M for samples).  The Student Learning Outcome was: Students will be able to compose a story about their plan for college by writing about their goals.  # were Advanced, # were Basic, and none were Poor.  The second activity asked participants to create a timeline of their lives with important events.  The Student Learning Outcome was: Students will be able to construct a timeline of events between the fair and college with milestones and achievements.  Ten participants were Advanced, none were Basic, and one participant was Poor for the second activity.

Table 3: Student Learning Outcome Results for 4th-5th Grade

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to compose a story about their plan for college by writing about their goals.	Student composed a story of more than one paragraph about his/her goals for college.	Student composed a story of one paragraph about his/her goals for college.	Student composed a story of less than one paragraph about his/her goals for college.
	25	6
SLO 2: Students will be able to construct a timeline of events between the fair and college with milestones and accomplishments.	Student constructed a timeline of more than five events.	Student constructed a timeline of five events.	Student constructed a timeline of less than five events.
	10		1

V. Recommendations

Upon reflecting on the experience at the 2013 Maywood Education Fair, previous committees, volunteers, fellow cohort members, and Maywood community stakeholders, the PreK-5 Committee has suggested various recommendations to improve the PreK-5th Grade intervention in its program design and methodology.  Areas of recommendation are shown below.

Location

        To add to the overall effectiveness of the PreK-5 intervention, the committee would like to suggest that the PreK-5 intervention not be in the same location as the opening and closing ceremonies.  Due to the large number of people leaving the opening ceremony, many participants in the fair stayed in the room and continued to have conversations about the fair with their families and other stakeholders.  While this dialogue is essential for continued efforts in the community of Maywood, it was a distraction for the young participants and the PreK-5 Committee was unable to start on time.  

The location of the PreK-5 intervention also became a space for other participants to relax and eat their lunches.  Some of the participants voiced that they were confused if they could stay in the room after the opening ceremony concluded or if they needed to leave the space and then re-enter and sign their children in with the volunteers.  This created an issue when counting the participants, as certain interventions had a greater number of participants assessed than those represented on the sign-in sheets. This also disrupted the amount of time that the PreK-5 Committee had to start the PowerPoint presentation of the intervention.                      

Volunteers

        As previous committees have suggested, the 2013 PreK-5 Committee would like to continue to stress the need for a higher number of volunteers.  The PreK-5 Committee would also like to suggest that these volunteers remain present throughout the whole intervention, and arrive in time for the training session held before the fair begins.  After reflecting on the overall effectiveness of the interventions, it was difficult to gauge because not all of the volunteers arrived on time to be trained on the interventions.  A number of volunteers were scheduled only for the set-up portion and the first run-through of the intervention.  This disrupted the planned second session of the intervention as other volunteers had to be trained after the interventions had already begun.  In the future, to add to the overall flow of the interventions, the committee should coordinate with the Community Engagement Committee responsible for coordinating volunteers.  

Scheduling

The PreK-5 committee would also suggest that the set-up and break-down of chairs for the opening and closing ceremonies not be the responsibility of solely the PreK-5 Committee. This was not factored into the PreK-5 Committee’s schedule for setting up the intervention nor was it clear that any other committees were responsible for breaking down the event when it was finished.  This caused some confusion in both setting up for the opening ceremony and breaking down the intervention to set up the room again for the closing ceremony.

The PreK-5 Committee would also like to suggest that future committees align the times of the interventions with both the Middle School and High School Committees.  This would allow parents to attend multiple interventions without choosing between two interventions.  This is essential to parents who have children in multiple grade levels.  Furthermore, this should be announced in the opening ceremony as a means to support these families.

Assessment

If future committees decide to build upon Bruner’s Scaffolding and Vygotsky’s Zone of Proximal Development for participants requiring additional attention or assistance with their activities, the PreK-5 Committee recommends that assessment rubrics are created to record the participants’ pre- and post- assessments to determine if the scaffolding approach assisted participants in moving from Poor to Basic, or from Basic to Advanced.  No records were made of this for the pre-assessment; assessments were only completed once the participants deemed the activity their final work.

Conclusion

Knowing that the 2013 Maywood Education Fair had more attendees than in previous years is reason enough to assume that the outreach efforts and continued partnership with the community of Maywood were successful and will be sustainable for future cohorts.  The mission of the Maywood Education Fair is to foster a college going culture.  While this task may seem daunting for pre-kindergarteners and elementary school students, participants at this grade level are perhaps the most impressionable and excited participants at the event.  The 2013 PreK-5 Committee was satisfied with the overall contributions and success of the 2013 Maywood Education Fair.

References

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Appendix A

Consejos para los padres

Nunca es muy temprano para planear una educación

superior:

• Escuchen las metas de sus hijos
• Pregúntenles cómo les va en la escuela
• Ayúdeles a hacer la tarea
• Hable con los maestros / acudan a las juntas
• Infórmense más acerca de las universidades
• Prepárense económicamente

Muchos padres se preocupan por los costos universitarios.

Hay varias opciones:

• Subvenciones
• Becas
• Trabajo estudiantil
• Prestamos

Para más información sobre las becas disponibles para estudiantes menores de 13 años, visita a las siguientes páginas de web: http://www.finaid.org/scholarships/age13.phtml http://www.finaid.org/otheraid/earlyawareness.phtml

Advice for Parents

It is never too early to start thinking about college:

• Listen to your children’s goals.
• Ask them about school.
• Help with homework.
• Talk to teachers.
• Research colleges.
• Open a savings account.

Many parents are concerned about paying for college.  

There are several options:

• Grants
• Scholarships
• Work Study
• Loans

Check out these websites for scholarships available for kids under 13 years old!

http://www.finaid.org/scholarships/age13.phtml http://www.finaid.org/otheraid/earlyawareness.phtml

Appendix B

MSHE Program

Maywood Project – Pre K- 5 Committee

PreK-1st Grade Volunteer Directions RED Lindsay

Student Learning Outcomes

SLO 1: Students will be able to describe what they want to be when they grow up by drawing a picture of themselves in the future.

SLO 2: With assistance, students will be able to write about themselves in the picture.

Materials

• PreK-1 Worksheet

• Crayons

• Pens/markers for volunteers

Activity

The activity for the PreK-1 group asks participants to draw a picture of themselves in the future as what they want to be when they grow up and then write about it, or talk about it.

Some participants may finish earlier than others.  Two approaches with these participants is scaffolding and challenging them to do something they can do with assistance (zone of proximal development).  Here are some questions/comments you can ask:

• Tell me about your picture
• What are you doing in the picture?
• Why do you want to be a ____ when you grow up?
• What do you know about what a _____ does?
• Can you add that in your picture?
• Do other people do this job?  
• What do you wear to do this job?
• Where do you do this job?
• I will write a word/phrase/sentence about your picture.  Can you copy it?

Just in Case

Bathroom: If a participant needs to go during the activity, ask if anyone else needs to go and then designate one or two volunteers to walk them to the restroom.

Parents: If a parent comes to get their child early, please make sure they check out with the volunteer designated for this.  For parents who stay with their kids, please give them a parent handout (one/family).

Double-dippers: For those who stay for both sessions

• On back side of paper, ask them to do same activity, but draw themselves in college.
• On back side of paper, ask them to do same activity, but draw themselves with their families at a graduation party.

Rubric

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to describe what they want to be when they grow up by drawing a picture of themselves as adults.	Student drew a picture of him/herself in his/her desired career and with tools, people, and/or environment.	Student drew a picture of him/herself in his/her desired career.	Student did not draw a picture related to a career.
Put tally mark for how many students completed the task in the appropriate box
SLO 2: With assistance, students will be able to write* about themselves in the picture.	Student wrote a phrase or sentence about their picture.	Student wrote a word about their picture.	Student did not write their picture.
Put tally mark for how many students completed the task in the appropriate box

* For PreK students and even K students, oral storytelling is important because they may not understand the formalities of writing.  If you can get them to talk about their picture and then you write some key words/phrases, that would be ideal.  Even if some participants just make a mark, swirl, zig-zag on the paper, they understand that coloring and writing serve a purpose, that markings have meaning, symbols can represent something.

MSHE Program

Maywood Project – Pre K- 5 Committee

2-3 Grade Volunteer Directions YELLOW Deejay

Student Learning Outcomes

SLO 1: Students will be able to classify behaviors as positive or negative to prepare for college.

SLO 2: Students will be able to explain what they will do in college with a collage/storyboard of pictures and words from publications.

Materials

• 2-3 Grade Worksheet
• Scissors
• Glue Sticks
• Colored Paper
• Publications
• Crayons

Activity

The activity for the 2-3 group asks participants to complete a worksheet in which they cut the activities on the bottom half of the worksheet and determine which box (positive or negative) the activities go in.  Please do not give them the correct answers, but feel free to read the options to them if they are having trouble.

The second activity asks participants to create a collage with words and pictures about what they think they will do in college.  They will utilize the publications to find pictures and words.

Some participants may finish earlier than others.  Two approaches with these participants is scaffolding and challenging them to do something they can do with assistance (zone of proximal development).  Here are some questions/comments you can ask:

• Tell me about your collage
• Why do you think you will do in college?
• What do you know about what a _____ does?
• Can you add that in your collage?
• Let’s add the year you will enter college.  What year will it be?
• What are you going to study in college?
• Can you add that in your collage?

Just in Case

Bathroom: If a participant needs to go during the activity, ask if anyone else needs to go and then designate one or two volunteers to walk them to the restroom.

Parents: If a parent comes to get their child early, please make sure they check out with the volunteer designated for this.  For parents who stay with their kids, please give them a parent handout (one/family).

Double-dippers: For those who stay for both sessions

• They can add items to their collage.  It they have a lot of pictures OR words, encourage them to add the other.
• On the back side of the collage or worksheet, have them choose a scholarship topic and draw/write.

Rubric

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to classify behaviors as positive or negative to prepare for college.	Student correctly classified all five behaviors as either positive or negative to prepare for college.	Student correctly classified four of the five behaviors as either positive or negative to prepare for college.	Student correctly classified three or less of the five behaviors as either positive or negative to prepare for college.
Put tally mark for how many students completed the task in the appropriate box
SLO 2: Students will be able to explain their aspirations for college through a collage of pictures and words from various publications.	Student utilized various pictures and words to explain his/her aspirations for college in a collage.	Student utilized various pictures and one word OR various words and one picture to explain his/her aspirations for college in a collage.	Student utilized only words or only pictures to explain his/her aspirations for college in a collage.
Put tally mark for how many students completed the task in the appropriate box

MSHE Program

Maywood Project – Pre K- 5 Committee

4-5 Grade Volunteer Directions GREEN Cesar

Student Learning Outcomes

SLO 1: Students will be able to compose a story about their plan for college by writing about their goals.

SLO 2: Students will be able to construct a timeline of events between the fair and college with milestones and accomplishments.

Materials

• 4-5 Grade worksheet
• Pencils
• Colored paper
• Crayons

Activity

The activity for the 4-5 group asks participants to write a story about their plan for college and their goals.

The second activity asks participants to create a timeline of events/accomplishments/milestones that will happen between today and college.  They should write and draw about each event.

Some participants may finish earlier than others.  Two approaches with these participants is scaffolding and challenging them to do something they can do with assistance (zone of proximal development).  Here are some questions/comments you can ask:

• Tell me about your timeline.
• What are you going to do first?
• What are you doing in this picture?
• Can you write more about it?
• Can you add {#} more events to your timeline?
• Can you add a picture for each event?

Just in Case

Bathroom: If a participant needs to go during the activity, ask if anyone else needs to go and then designate one or two volunteers to walk them to the restroom.

Parents: If a parent comes to get their child early, please make sure they check out with the volunteer designated for this.  For parents who stay with their kids, please give them a parent handout (one/family).

Double-dippers: For those who stay for both sessions

• They can add items to their timeline.  It they have a lot of pictures OR words, encourage them to add the other.
• On the back side of the timeline or journal worksheet, have them choose a scholarship topic and draw/write.

Rubric

Student Learning Outcome	Advanced	Basic	Poor
SLO 1: Students will be able to compose a story about their plan for college by writing about their goals.	Student composed a story of more than one paragraph about his/her goals for college.	Student composed a story of one paragraph about his/her goals for college.	Student composed a story of less than one paragraph about his/her goals for college.
Put tally mark for how many students completed the task in the appropriate box
SLO 2: Students will be able to construct a timeline of events between the fair and college with milestones and accomplishments.	Student constructed a timeline of more than five events.	Student constructed a timeline of five events.	Student constructed a timeline of less than five events.
Put tally mark for how many students completed the task in the appropriate box

Appendix C

Timeline (from Syllabus)

Aug. 27:  Determine PreK-5 Committee interventions and assign project work groups

Sept. 5: Determine PreK-5 Committee large group project goals and learning outcomes

Sept. 10: PreK-5 Committee: Set goals, timelines & learning outcomes for the project interventions. Begin design of learning outcomes and interventions

Sept. 24: PreK-5 Committee Intervention due. Each work group to submit (via Titanium before class) and present draft assessment, intervention & evaluation plan in class for peer feedback.

Oct. 1:  PreK-5 Committee interventions revised & Present final program plan; Mock presentations/provide feedback

Oct. 8: PreK-5 Committee mock presentations/provide feedback

Oct. 12: Maywood Educational Fair

Appendix D

MSHE Program

Maywood Project – Pre K- 5 Committee List of Materials and Budget Proposal

List of Materials and Budget Proposal

This is a list of requested materials and budget proposal for the lesson plans for the PreK-5 Committee.  The lists are broken down by prioritized items that need to be purchased (estimates based on Office Max), equipment that needs to be requested from facilities (like on campus, facilities rentals, etc.), copying needs, and what we will be providing/asking cohort to help with.  

To Purchase:

Colored construction paper – Pacon Riverside Recycled Construction Paper, 9” x 12”, Assorted Colors 50 sheets

Item #: 21950373

$1.89 each

Quantity: 6*  Total: $11.34

*currently buy 3, save 30%, offer good through 10/5

Crayons – Crayola Crayons, 64-Count, Standard Size

Item #: 10011364

$4.79 each

Quantity: 3  Total: $14.37

Scissors – Fiskars Children’s Safety Scissors, Blunt, 5 in. Length, 1-3/4 in. Cut, 12/Pack

Item #: 20716370

$44.52 each

Quantity: 2  Total: $89.04

Glue Sticks – OfficeMax Permanent Clear Glue Stick 24/pk

Item #: 21606308

$13.79 each

Quantity: 1  Total: $13.79

Pencils – OfficeMax Mechanical Pencils – 0.7mm, 24 Pack, Assorted Barrel Colors

Item #: 23761591

$5.00 each*

Quantity: 3  Total: $15.00

*currently buy 3, save 30%, offer good through 10/5

Poster-size post-it for wall – Post-it Wall Pad, 20 in x 23 in, White, 20 Sheets/Pad

Item #: 21014670

$23.49 each

Quantity: 1               Total: $23.49

OR

Poster paper – Royal White Poster Board 28” x 22”, 10/pk

Item #: 11032848

$7.79 each

Quantity: 1    Total: $7.79

Not Office Max:

Wristbands – Tyvek, Assorted, 500, 100 each of 5 colors

Model No: S-15231

$59.00

Quantity: 1  Total: $59.00

http://www.uline.com/Product/Detail/S-15231/Tyvek-Wristbands/Assorted-Tyvek-Wristbands?pricode=WU350&gadtype=pla&id=34610364682&gclid=CNWIvbim57kCFWfhQgodzk0AsQ&gclsrc=aw.ds

             Grand Total: $551.54

This total assumes the Post-it wall paper, not the poster paper.

Equipment:

Projector for PowerPoint presentation

Projector Screen

Computer to connect to projector

Cables for connecting computer to projector

If we are in Parish Hall, we would like 12 large tables, four for each group.  If we are in the school with the three connected rooms, we would like 3 large tables, one for each workstation.

Copying:

Color/Write Worksheets – 150 copies

Positive/Negative Habits Worksheets – 150 copies

Journal Worksheets – 150 copies

We Provide/Collect:

Publications

Appendix E

MSHE Program

Maywood Project – Pre K- 5 Committee Agenda

Maywood

Saturday, October 12, 2013

Agenda

6:30AM Arrive in Maywood

6:30-7:30AM Meeting, Set-Up with PreK-5 Group

7:30-8AM Meeting, Announcements – whole class

8AM Volunteer Check-In

8-9AM Set-Up

9-10AM PreK-5 Volunteer Training

10AM Community Engagement Volunteer Training

10-11AM Set-Up

11-11:30AM Opening Ceremonies

12-1PM PreK-5 Session One

1-1:15PM Break, prep for next session

1:15-2:15PM PreK-5 Session Two

2:15-2:30PM Clean Up

2:30-3PM Closing Ceremonies

3-5PM Clean Up

PreK-5 Sessions

Welcome 2 minutes

PowerPoint Presentation 20 minutes

Transition/bathroom break 5 minutes

Explanation of directions 5 minutes

Activities/worksheets 25 minutes

Closing, clean up 3 minutes

One hour each session

Appendix F

PowerPoint Presentation

Appendix G

PreK-1st Grade Worksheet

Cuando yo sea grande… When I grow up…

Instrucciones: Has un dibujo de ti mismo como un adulto. Escribe acerca de tu dibujo.

Directions: Draw a picture of yourself as an adult. Write about your picture.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix H

2nd-3rd Grade Worksheet

Instrucciones: Corta las frases abajo y pégalas en la caja correcta.

Directions: Cut the sentences below and paste them in the correct box.

Estos hábitos son positivos y me ayudaran a prepararme para Universidad.

These habits are positive and will help me prepare for college.

Estos hábitos son negativos y no me ayudaran a prepararme para la universidad.

These habits are negative and will not help me prepare for college.

Habitos                                                                                   Habits

Recibir buenas calificaciones                                                      Get good grades

Hablar con tus padres sobre tus metas.                       Talk to your parents about your goals.

Olvidar la tarea.                                                           Forget your homework.

No estudiar para los exámenes.                                              Do not study for tests.

Investigar trabajos y universidades.                                 Research careers and colleges.

Appendix I

4th-5th Grade Worksheet

Instrucciones: Escribe sobre tus metas para la universidad.

Directions: Write about your goals for college.

Appendix J

MSHE Program

Maywood Project – Pre K- 5 Committee Volunteer Agenda

Maywood

Saturday, October 12, 2013

Volunteer Agenda

8AM Arrive in Maywood

8-9AM Meeting, Announcements, Set-Up

9-10AM PreK-5 Volunteer Training

10-11AM Community Engagement Volunteer Training

11-11:30AM Opening Ceremonies

12-1PM PreK-5 Session One

1-1:15PM Break, prep for next session

1:15-2:15PM PreK-5 Session Two

2:15-2:30PM Clean Up

2:30-3PM Closing Ceremonies

3-5PM Clean Up

PreK-5 Volunteer Session

Welcome/Agenda (ALL) 5 minutes

Ice-Breaker (DEEJAY) 10 minutes

PPT Presentation (ALL) 15 minutes

Transition rules (LINDSAY) 5 minutes

Breakout Groups (ALL) 20 minutes

Debrief/Gifts (CESAR) 5 minutes

*Only check in/out volunteers 5 minutes

One hour session

Appendix K

Sample completed worksheet from PreK-1st Grade subgroup

Appendix L

Samples from 2nd-3rd Grade subgroup

    

Appendix M

Samples from 4th-5th Grade subgroup

Reflection

          find that I am still feeling the impact of the Maywood Fair months later. I can see how working with the Maywood Community in developing a college going culture has shaped my work as a practitioner. This is one example of how I believe it has helped me understand what it means to work with communities, instead of for communities. As I am developing my educational philosophy, I have had to revise how I feel about advocacy today. When I used to describe my philosophy in regards to social justice, I used to believe that I had the responsibility of working for people, but know I believe as an educational leader that I must become both a student and a teacher so that we can learn and grow from each other instead of taking a dominant role in facilitating community change (Friere, 1973).

 I feel that the Maywood affair shifted my view of myself as an educational leader, as I develop curriculum and I feel that this fair embodied our cohort to develop skills and knowledge that draws from multiple disciplines, thinking from an interdisciplinary lens, I have been able to drawing from many different schools of thought to develop a curriculum (Woolf & Hughes, 2007). I’ve learned that the Maywood fair has been a holistic educational experience and a site for me to continually process how its shaped me. One particular way that it shaped me was understanding my own cultural positioning as I will work and need to respect students from various cultural contexts. I need to continually check that bias.

            I also strongly value my experience with the Maywood fair as a means to move away from deficit-thinking when I work with marginalized communities. As I continue to reflect on my experience, I feel that community cultural wealth can extend further than communities of color, but can be used as a framework for many different marginalized communities (Yosso, 2005). . I know that as a person of color, I find this valuable in my own community, I think aspirational capital is one such form of capital, that I want to develop in my students of color.  I think I can apply parts of Yosso’s work to working with other marginalized student communities, I find this can be a valuable tool in working with students from various backgrounds.  I want to use what I’ve learned to work with these students to help them uncover their own cultural capital.

Freire, P. (1972). Pedagogy of the Oppressed. New York: Continuum Publishing Company.

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of

community cultural wealth. Race, Ethnicity and Education, 8(1), 69-91.

Wolf, P.   & Hughes, J.   C.    (Eds.).   (2007).   Educational curriculum development in higher

education :  Faculty driven processes and procedures.   (112).    San Francisco, CA :

Wiley.