scholarly journals Community Youth Development Service-Learning: Trauma-Informed and Culturally Responsive

2019 ◽  
Vol 14 (2) ◽  
pp. 99-114
Author(s):  
Philip Monte Verde ◽  
Marie Watkins ◽  
Donovan Enriquez ◽  
Shalym Nater-Vazquez ◽  
John C. Harris, Jr.
Keyword(s):  
Service Learning ◽  
Puerto Rican ◽  
Youth Development ◽  
Culturally Responsive ◽  
The United States ◽  
Youth Workers ◽  
Youth Services ◽  
Complete Spectrum ◽  
Norms And Values ◽  
Trauma Informed

As the demographics of the United States change, it is important for youth workers to be able to adapt. Most established forms of youth services model the norms and values of the dominant Western culture. To best engage with a complete spectrum of youth, it is vital to take their backgrounds into account. This means being trauma-informed, culturally responsive, and mindful of serving the whole community. This article demonstrates how these salient frameworks informed a partnership between service-learning university students and Puerto Rican youth who were displaced by Hurricane Maria in 2017.

Community Youth Development Service-Learning: Trauma-Informed and Culturally Responsive

2019 ◽  
Author(s):  
Philip Monte Verde ◽  
Marie Watkins ◽  
Donovan Enriquez ◽  
Shalym Nater ◽  
John C. Harris
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Culturally Responsive ◽  
Trauma Informed ◽  
Community Youth Development ◽  
Development Service

Designing Culturally Responsive Organized After-School Activities

2016 ◽  
Vol 32 (1) ◽  
pp. 11-36 ◽  
Author(s):  
Sandra D. Simpkins ◽  
Nathaniel R. Riggs ◽  
Bic Ngo ◽  
Andrea Vest Ettekal ◽  
Dina Okamoto
Keyword(s):  
Youth Development ◽  
Culturally Responsive ◽  
Racial Diversity ◽  
School Funding ◽  
The United States ◽  
After School ◽  
Organized Activities ◽  
Developmental Needs ◽  
School Activities ◽  
After School Activities

Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council’s Committee on Community-Level Programs for Youth have helped guide the field in this regard. However, these standards have largely been defined in terms of universal developmental needs, and do not adequately speak to the growing ethnic and racial diversity within the United States, which is further complicated by issues of power and social class differences. Given U.S. population shifts and after-school funding priorities, the time has come to consider new ways to provide organized after-school activities that are responsive to youth’s culture and everyday lives. The goal of this article is to explore how we can help ensure that after-school activities are culturally responsive and address the specific needs of the youth who participate in these activities. Based on theory and empirical evidence, we provide proposed practices of cultural responsiveness for each of the eight features of quality for program structure and staff. The article concludes with future directions for research and strategies to implement culturally responsive practices and harness resources.

Creating Campus Communities for Latin@s through Service Learning: Heritage Learners’ Broadcast University Spanish-Language Radio

2016 ◽  
pp. 382-404
Author(s):  
Carmen King de Ramírez
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Language Education ◽  
The United States ◽  
Academic Community ◽  
Spanish Language ◽  
Responsive Teaching ◽  
Radio Programs

The historical exclusion of Latin@ students on university campuses is noted through the lack of diversity in higher education curricula, services, and organizations. The absence of appropriate support systems for Latin@ students is one of the main contributors to high attrition rates among this group as students often feel that they must choose between their cultural community and university community (Arellano & Padilla, 1996; Gloria & Pope-Davis, 1997). In order to remedy disparities between Latin@ students’ heritage culture and the European-based curricular structure of higher education in the United States, it has been suggested that educators build an academic community that is representative of diversity found in our community as a whole (Gloria, 1997; Pedraza & Rivera, 2006). To this end, educators must be engaged in culturally responsive teaching (Boykin, 1994; Gay, 2010) that acknowledges Latin@ students’ cultural background and reinforces their place in university settings (Diner, 1989; Pappamihiel & Moreno, 2011). Service-learning (SL) is an increasingly popular approach to second language education that can lead to culturally responsive teaching as it invites instructors to facilitate a democratic teaching process that allows students to use their past experiences and future goals to help design course curriculum (Abbott & Lear, 2010). However, most approaches to language-based SL focus on outsourcing L2 students to the same minority-language communities in which many HLs are reared (Barreneche & Ramos-Flores, 2013) and thus lose appeal for HL students. The current study provides an alternative to traditional language-based SL programs as it was designed to acquaint HLs with the academic communities from which they have been historically excluded. The SL project was part of an advanced Spanish for the Professions course that required students to create and broadcast campus radio programs. This initiative drew upon HLs’ familiarity with popular nationally-broadcasted Spanish radio programs and used said programs as a model to create/broadcast local Spanish-language radio programs for their campus community. Preliminary findings suggest that the HLs involved in the creation of the Spanish-language radio program experienced a greater sense of belonging in their academic community. The program became a platform from which Latin@ students could establish a presence on campus, voice immediate concerns, and learn skills that prepare them for a career in mass-media. Through this experience, HLs also began to understand their role in creating and maintaining spaces for underrepresented university members. Latin@ radio listeners expressed feelings of validation as topics related to their lives and experiences were broadcast in a university setting.

scholarly journals Working towards Culturally Responsive Trauma-Informed Care in the Refugee Resettlement Process: Qualitative Inquiry with Refugee-Serving Professionals in the United States

2021 ◽  
Vol 11 (11) ◽  
pp. 155
Author(s):  
Hyojin Im ◽  
Laura E. T. Swan
Keyword(s):  
Mental Health ◽  
United States ◽  
Culturally Responsive ◽  
Service Providers ◽  
The United States ◽  
Qualitative Inquiry ◽  
Refugee Resettlement ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Resettlement Programs

Trauma-informed care (TIC) approaches have gained popularity in various contexts of human services over the past decades. However, relatively little has been explored about how it is applicable and built into services for refugee populations in resettlement programs. This study explores the current status of the application of TIC in refugee-serving agencies and identifies perceived and experienced challenges and opportunities for culturally responsive TIC in the United States. As designed as part of the evaluation of state-wide refugee health promotion programs, this study conducted individual interviews with 78 refugee service providers from five resettlement sites. Despite the burgeoning interest and attempt to embrace TIC, our findings show that there is clear inconsistency and inexperience in TIC adaptation in resettlement programs. This study highlights that TIC that is culturally responsive and relevant to refugee trauma and acculturation experiences is a vital way to address the chasms between refugee-specific programs and mainstream services including mental health care systems. This study also discusses community resources and opportunities to bridge the deep divide and substantial gaps between mental health services and refugee resettlement services and to address comprehensive needs around mental health and wellness in the refugee community.

scholarly journals Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth

2017 ◽  
Vol 12 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Jennifer Lindwall
Keyword(s):  
Youth Development ◽  
The United States ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Youth Workers ◽  
Development Programs ◽  
Marginalized Youth ◽  
Dominant Culture ◽  
Cultural Experience ◽  
Potential Risks

Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve 3,000,000 youth in the United States alone (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011).  In many of these programs, a majority of the mentors are matched with a mentee who comes from a culture and community they know very little about. Many of the youth development programs that were founded and implemented by people of the perceived dominant culture represent their values and cultural experience. To look more deeply into this, my primary research included seven one-on-one interviews with experienced youth workers, most who currently work at a community or site-based mentoring program.  This article is a summary of their responses and reflections on the potential risks invovled in matching across culture and considers how we might work together to mitigate these risks for the youth we serve. 

scholarly journals Leading With Youth of Color: Organizing for Educational Change

2020 ◽  
Vol 15 (5) ◽  
pp. 110-125
Author(s):  
Rachael Lee Ficke Clemons
Keyword(s):  
Social Justice ◽  
Young People ◽  
Urban Communities ◽  
Youth Development ◽  
Educational Equity ◽  
Research Question ◽  
The United States ◽  
People Of Color ◽  
Youth Workers ◽  
Youth Of Color

In the United States, young people of color are under attack. The school-to-prison pipeline, poverty, and racism are some of the systems of oppression that young people of color navigate. The challenging conditions that youth of color face have historically been met by their powerful resistance. Young people of color have fought for educational equity for decades. In the community in which this research study was situated, social justice youth development (SJYD) workers supported youth as they resisted unjust educational policies. I set out to answer the research question: In urban communities, how do youth workers engage adolescent youth in social justice activism? I found that adult youth workers at People for Change, a SJYD organization, maintained a consistent and multi-layered approach to supporting youth as they engaged in social justice activism. This paper highlights the ways in which adult youth workers (a) networked adult and youth supporters, (b) engaged in action, and (c) co-constructed knowledge with young people of color.

scholarly journals Incorporating Cultural Competence & Youth Program Volunteers: A Literature Review

2016 ◽  
Vol 11 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Julianne Smith ◽  
Katherine E. Soule
Keyword(s):  
Cultural Competence ◽  
Literature Review ◽  
Youth Development ◽  
Empirical Studies ◽  
The United States ◽  
Youth Services ◽  
Development Programs ◽  
Service Workers ◽  
Theoretical Concepts ◽  
Youth Program

The increasing diversity of youth in the United States necessitates a shift in the ways that youth services and programming are designed and implemented. This article examines existing scholarship on developing the cultural competency of volunteers in youth development programs in an effort to improve 4-H YDP protocol. Drawing from a diverse, interdisciplinary range of peer-reviewed, academic articles, this literature review plots out recent pedagogical trends, theoretical concepts, and empirical studies dealing with the cultural competence of service workers and mentors interacting with youth. Based on a synthesis of the findings, this paper presents guiding principles for increasing cultural competence of youth program design through both training and organizational changes.

Sign in / Sign up

Export Citation Format

Share Document