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• W410618997 abstract "Project POWER utilized participatory action research to critically examine issues facing students in an urban high school, setting the stage for the co-creation of spaces for student-teacher dialogue. The project culminated in a dialogue between the students and their future teachers at a university in Miami, Florida. I got [a] paper that said “congratulations” in [class] today. That’s my first time! I don’t never get none of these things. My sister brings them all the time, but my parents get mad at me ‘cause I don’t never get no type of paper that says “congratulations.” – Larry, 11 grader Larry’s comment above was captured during a classroom dialogue about the significance of supportive teachers. Classroom dialogues can help build relationships across social, cultural, and power differences (Nagda & Gurin, 2007) and have implications for student identity development (Stables, 2003). Classroom dialogues are therefore especially important when considering social justice outcomes. Project POWER (Promoting Our Will through Education and Research) was a year-long participatory action research (PAR) project originating with a partnership between a university researcher and a local classroom teacher. The project ultimately engaged a high school class in a dialogue with future teachers to give them a voice in defining the types of teachers they would like. The project took place in the context of a historically struggling urban high school. Results provide insights to how youth can be meaningfully engaged within the school context, as well as how university researchers can collaborate with local high schools. Rationale The struggle to provide equal educational opportunities for Black and Latino/a children in urban schools remains a significant challenge to the nation. A cursory look at the largest and most racially and economically segregated school districts would demonstrate that dropout rates among high school age youth of color exceed 50% (Orfield, Losen, Wald, & Swanson, 2004). In particular, urban high schools tend to be large and overcrowded, conditions that often deny students adequate opportunities to learn (Fry, 2003). Most schools also struggle to provide equitable resources and qualified teachers and to resist the counterproductive tendencies of zerotolerance policies, particularly for youth of color (Kozol, 1992, 2005). The surrounding communities are typically characterized by concentrated poverty, violence, and political disenfranchisement (Noguera, 1996). Within the everyday realities of the work of teachers and students, schools serving lowincome youth of color are increasingly finding themselves in the position of meeting Adequate Yearly Progress, a system of accountability based largely of standardized test scores, based on No Child Left Behind standards (U.S. Department of Education, 2007). Thus, the governmentally created top-down policy mandates have in many ways determined how and what is taught, and subsequently the quality of relationships between students and school adults" @default.
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• W410618997 date "2013-01-01" @default.
• W410618997 modified "2023-09-24" @default.
• W410618997 title "Project POWER: Promoting Our Will Through Education and Research" @default.
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