The Global Minds Initiative Is a For-Youth By
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2017-18 Global Minds Initiative Thanks to the support of our funding partners, volunteers, and most The 2017- 18 school year has been a importantly, student leaders, we are excited to dive in and continue whirlwind of exciting opportunities, creating welcoming schools for all. As youth we are at a pivotal time exponential growth and big-picture in society. We can be defeated by the voices telling us no or we can thinking at the Global Minds rise up and take ownership of our communities to change them for Initiative. We have grown to the better. Youth are not only the future, we are the present and ready schools across the United States now more than ever to make schools safe places for all students. and Canada, impacted more than 1,000 students, and have begun Because this is our 2017- 18 yearbook, it is only fitting that I come up thinking strategically about the with my yearbook quote. I haven’t graduated yet — two years to go — future of our organization. We but there is one saying that embodies Global Minds and what we are could not have done it without about. Since birth, my grandma has always told me, “Your mind is like our committed student leaders, a parachute, it only works when it’s open.” It is with that quote and incredible adult allies, and the mentality that Global Minds came about and continues to evolve. super hero educators we get to work with everyday. Thank you for your support in changing minds and changing the world. Cheers to another great year of Global Minds! Throughout the 2017-18 school year our programming has gone from one school in Pittsburgh to 13 schools across seven states and two countries. Through the development of a flexible and innovative curriculum, processes for onboarding new chapters and the growth in our volunteer base we Peyton Klein have been able to successfully foster transformative outcomes across our 13 programming sites. At Global Minds we understand that every school is unique. Every school has a different population, student body, demographic makeup and needs. We seek to address those needs through the universalizing idea of developing leaders through culturally responsive education. “Your mind is Our young leaders have been making incredible impacts in their communities. Whether it is global potlucks events, planning field like a parachute, trips, or developing art projects to promote advocacy, our student leaders are making headlines and are leading the way. This yearbook truly is about what our student leaders have accomplished and a way to present all of their incredible work in one place. it only works when it’s open.” -Albert Einstein 2 3 As globalization and migration increase, linguistic and cultural minorities are increasing. Cultural diversity is at an all-time high in the U.S. and continues to rise. The growing Equality! CONFLICT! diversity, as reflected in our schools, creates an imminent need for Global Minds programming internationally. of Americans say of adults say there are the country needs to strong or very strong continue making conflicts between changes for equal immigrants and the million new rights for all native born immigrants of children enrolled of the world’s move to the in U.S. schools are refugees are under U.S. every decade minority students the age of 18 Cross-cultural peer support programs increase: HOLA, JAMBO, HELLO HELLO • Cultural adjustment, social • Cultural competency adjustment, and overcoming • School engagement trauma • Inclusion million public school students nationwide million forcibly • Language development students were ELLs were ELLs in 2014 displaced people in 2014 worldwide GlobalMindInitiative “Students feel comfortable here. Some are forced to flee have never participated their home, PER DAY, in a club until now. They because of conflict can be themselves and and persecution celebrate their differences with one another.” Sources: Pew Research, US Census. (2016) National Center for Education Statistics. (2014), Sources: Pew Research (2013) 4 Westermeyer, J. (1989), Carhill-Poza, A. (2015), UNHCR (19 June 2018) 5 Xenophobia and ethnicity-driven discrimination have been rising. The Global Minds Initiative is a for-youth by- youth organization that inspires students to form social bonds, intercultural friendships, and to consider global issues through youth led extracurricular activities. The Global Minds Initiative serves as an educational support system for ELL (English Language Learning) students, while educating NES (Native English Speaking) students about other cultures, in order hate crimes were of hate crimes in reported to the FBI increase in hate the U.S. are directed to create globally minded young leaders. in 2016 crimes in 2017 toward ethnic minorities ACADEMIC PREPAREDNESS GLOBAL FRIENDSHIPS Negative impacts of Global Minds ELL students are offered The primary goal of the Global Minds GM tutoring help, conversational English Initiative is to bridge students from ethnic discrimination & practice and additional support diverse backgrounds, encouraging global navigating the school system. We Jambo friendship and dialogue in order to tackle exclusion among youth: provide students the skills to succeed prejudice and stereotypes, achieving in the classroom and beyond, creating mutual respect. By participating in Stress hormones increase meaningful friendships that allow various activities, workshops and • students to thrive on a social and service projects, students learn to find academic level. shared interests and commonalities in • Concentration and motivation in one another. school decrease LEADERSHIP CULTURAL IDENTITY • Academic performance goes down As an organization created by high At Global Minds we celebrate one school students, Global Minds Initiative another’s culture and differences. ELL • Contributes to mental health issues was founded to empower youth to make and NES students are encouraged to lasting changes in their communities share their unique backgrounds in a safe and schools. We build advocacy skills and inclusive space. Global Minds fosters and confidence through leadership mutual sharing and learning, allowing opportunities, as all activities are planned students to gain wordly perspectives and and facilitated by passionate and ways of thinking, while simultaneously compassionate youth leaders. Participants expanding their social consciousness. meet inspirational speakers, participate in service projects and take action solving WE MUST ACT! problems on a local level. »» INCLUSIVITY Global Minds students go beyond It is our job as student leaders to stand up and fight cultural COMMUNITY ENGAGEMENT celebrating diversity, and seek to intolerance and discrimination. Through developing passionate and The Global Minds Initiative partners create an inclusive environment where GM with nonprofits and community leaders all students feel safe, accepted and compassionate leaders, we can cultivate inclusive schools for all. to offer dynamic service learning valued. In a capacity unlike other school opportunities to students. Through local spaces, Global Minds encourages youth involvement, students are exposed to the leaders to freely educate and share their needs of their communities and identify experiences and individual knowledge. their personal power to make a change. Students take that beyond Global Minds, replicating these elements of inclusivity in Sources: FBI. Hate Crime Statistics, Levy, D., J. Heissel, J. Richeson, and E. Adam. (2016)., Yip, T. (2015) their schools and communities. 6 7 Global Minds 2017-18 Impact countries 1,064 50represented 286 1,064 students community members engaged 286 hours of programming 206 sessions 8 9 Evaluation Highlights 2017-18 ELL and NES Student Relationships Global Minds contracted with the Collaborative for Evaluation and Assessment Capacity (CEAC) at the University of Pittsburgh to conduct an outside, mixed-methods evaluation of the program to determine efficacy and progress toward program goals. CEAC designed and administered a survey to Global Minds students and teachers, observed meetings and field 9 trips, conducted focus groups with student participants and student leaders and examined program documents. The program evaluation culminated in a report with the following participate of ELL students agree or strongly say that Global highlights. because they want use connections agree that Global Minds has made to meet students developed Minds has helped them more from diverse for academic them understand careful about backgrounds support such the traditions and judging people as tutoring cultures of others who are different 95 9 from them say Global Minds say they would of students rate of teachers rate activities inspire recommend Global Minds Global Minds them to make a Global Minds programming programming “Global Minds provides positive impact to their friends as good or as good or situational experiences on society excellent excellent that we don’t get in the classroom.” - NES student “Global Minds makes school an overall more positive environment. I know it is hard for ELL “Before I came to Global students to communicate. Minds I was really lonely. I We create bonds, had friends, but only would friendships, and learn life say ‘hello’ and ‘how are you?’ skills that we are able to Global Minds helped me make take to the next level.” friends, share stories about my country and hear about other people’s countries.” - ELL student 10 11 Allderdice High School Activity Highlights 300+ 85 community300 13 students members languages Latino Community engaged engaged