Partnering with the Youth--Part 2

Culturally responsive and relevant after school/summer programs for Native youth in Humboldt County are not prevalent, considering that Humboldt County has the largest Native American population in California, I see that as an issue. While being a service provider for Native youth in Humboldt County, I have be a part of conversations regarding the lack of culturally relevant and responsive curriculum's within the mainstream education, and after school programs. By providing educational opportunities after school and during the summer, specifically for Native youth that are designed to enhance their self identity, community, and educational journey within the mainstream schools. Many now agree that the traditional school day and calendar alone are not enough to produce continuous learning improvements and, as a result, believe that expanding the school day and the school year is a promising solution to support student success (1). But what does that expansion look like? Currently, there are several school-based and school-linked models being implemented and tested, all of which include schools as a core component of a larger education strategy(1).

Approaches to expanded learning

Afterschool programs: structured programs in out-of-school time that coordinate with schools and provide children and youth supervised and safe activities designed to promote learning across time, contexts, and developmental stages.

Summer learning programs: structured programs and enrichment activities designed to supplement academic learning and promote enrichment opportunities during the nonschool summer months.

Extended day and year schools: school models that expand the traditional school day and calendar in order to balance the core curriculum with enrichment opportunities, often including afterschool programs.

Community schools: comprehensive public schools that provide a range of services and supports for children, youth, and families across the day and throughout the year.

School–community networks: intentional connections between schools and community organizations for the purpose of promoting and supporting students’ learning needs.

Online learning: virtual courses and out-of-school time programs that utilize the Internet and digital media to provide learning to students across time, geographic boundaries, and contexts (2).

The vision of Untied Indian Youth Council (UIYC) was created to be a branch of Two Feathers Native American Family Services (Two Feathers) that provides an outdoor adventure based education and therapeutic program; with the goal providing preventive and supportive services for youth and families. UIYC after school program will offer multiple levels learning for all school age children. There will be culturally relevant activities such as; art and song, regalia classes, and story-telling that specifically relate to ceremonies and seasons throughout the year. These types of components will provide all Native youth the opportunity to connect with their community, natural environment, and cultural identity with the goal of building personal strength, self confidence and a better sense of self. Another aspect of UIYC will be academic support services, Native youth/peer mentoring, and life skills classes, as well as Narrative Family Conferencing facilitated by culturally responsive counselors. Jeffries and Singer put forth evidence that supports why it has been difficult for American Indian/Alaska Native students to complete their educational journey. They have illustrated that “alternative schools offer a wide variety of ways in which nontraditional students can become or stay connected to education” (Jeffries et al, 2003 p.43). To ensure that UIYC program relates to the Native youth and their culture, the after school program will provide (1) Native American Indian youth development—culturally empowering the youth to gain a sense of self worth by engaging in cultural specific traditions with Tribal Elders. (2) Cultural Relevant Activities—Tribal specific practices i.e. ceremonial dances, songs, story telling, basket making, river restoration, and etc. (3) Culturally Responsive program facilitators—Tribal elders and/or educators with an understanding of American Indian needs and concerns, traditions, and culture. (4) Native American Youth Mentors—Native American peer mentors of high school and college age. All of these aspects will provide the Native youth with support and guidance as they take on life’s challenges.

Children benefit from positive connections to parents, peers, the community, and other societal institutions. The good news is that connections can be compounding; that is, connections may foster developing relationships in other contexts and participating in structured activities. Of course, causality probably goes in both directions, from family to community as well as from community to family(3).

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1 Little, Priscilla M. Supporting Student Outcomes: Through Expanded Learning Opportunities President and Fellows of Harvard College Harvard Family Research Project. Harvard Graduate School of Education. Cambridge, MA 2009

2 Malone, H., Weiss, H., & Little, P. Rethinking time and learning; in press at Harvard Family Research Project. Cambridge, MA

3 Wilkenfeld, B., Moore, Kristin Anderson, and Lippman, Laura Neighborhood Support and Children’s Connectednes. Washington, DC February 2008 www.childtrends.org (accessed February 2010)