Term:
Fall 2015
Description:
Description:
As part of the course EDAD 505 Instructional Leadership
course in the Master of Science in Higher Education (MSHE) graduate program, Cohort
7 organized the 2015 Maywood Education Fair. Cohort 7 developed theory informed
interventions to create a college-going culture in partnership with the Maywood
community. The cohort utilized Yosso’s concept of Community Cultural Wealth as
a framework to take an asset-based perspective in working with the residents of
Maywood. I wanted to become a member of the fundraising committee because my
limited experience.
Learning Outcomes:
SWiBAT apply Yosso’s Community Cultural Wealth as a
conceptual framework for the committee’s interventions
SWiBAT organize the committee to
meet our fundraising goal of $10,000.
Assessment Rubric:
|
|
Advanced
|
Competent
|
Basic
|
Needs
Improvement
|
|
SLO
#1
|
Student
identified aspects of Yosso’s CCW to guide interventions and utilized them.
Student also reflected on how CCW impacted the outcome of the interventions.
|
Student
identified aspects of Yosso’s CCW to guide interventions and utilized them
|
Student
identified aspects of Yosso’s CCW to guide interventions but did not utilize
them
|
Student
did not use Yosso’s CCW model to implement interventions
|
|
SLO #2
|
Student was able to organize and communicate well
with committee members to share ideas and implementation of interventions.
Raised between $75001-$10000
|
Student was able to organize and communicate well
with committee members to share ideas and implementation of interventions.
Raised between $5001-$7500
|
Student was able to somewhat organize and
communicate with committee members to share ideas and implementation of
interventions.
Raised between $2500-$5000
|
Student was unable get organized and communicate
well with other committee members. Raised less than $2500.
|
Evidence:
 |
| Scholarship Recipients |
Reflection:
As part
of the fundraising committee, I had the honor of reading through 25 Maywood
Community Scholarship applications. Each application came with it a brief story
of the students about their aspirations for themselves, their families, and
their communities. Each shared stories of overcoming obstacles and thriving in
spite of challenges and being surrounded by hopelessness. Many credit their
parents, families, communities and experiences for instilling in them a great
sense of resilience and the spirit of resistance to persevere in education and
to continue to higher education. Reading the stories of these students brought
home the Community Cultural Wealth that surround the students as highlighted by
Tara Yosso (2005). Being able to meet the students personally and seeing them
accept the scholarships focused for me what the Maywood Education Fair was all
about. I was celebrating not just the scholarship recipients but also creating
a space where community members (students, parents, educators, and community
leaders) can come together and celebrate the rich cultural wealth of the
community and utilize it to empower all of the Maywood community.
Working
with the other committee members really reminded us to refocus on the community
of Maywood and making sure that we are intentional in creating interventions that
empower the student rather than just handing out scholarships. We shaped the
scholarship ceremony to highlight the students and give them the opportunity to
acknowledge their networks that have contributed to their success in school and
their resilience. That moment reminded me of that places like Maywood are “more than a site of deprivation…it is also the site of
radical possibility, a space of resistance” (Yosso, 2006, p. 49). Our work in
Maywood help create these counterspaces to represent and highlight the
community cultural wealth and assets (honoring the culture and aspirations) of
the city and its residents and challenge and resist against the cultural
deficit perspective. Meeting all of the scholarship recipients really
demonstrated to me that despite the challenges the students face, they are graduating high school and are
aspiring to go to college because of the cultural wealth they have. For these
reasons I would give myself Advanced
for SLO #1.
We set our overall fundraising goal at $10,000. Although we
did not reach our goal, we were still able to raise approximately $4,593.92 and
awarded $4,000 in scholarships funds. A balance of $593.92 will be left to
Cohort 8 with $500 designated in scholarship funds and $93.92 transferred to
the general fund. Along with Yosso’s (2005) Community Cultural Wealth, the
fundraising committee also applied Bronfenbrenner’s (1979) Ecological Systems
theory to encourage Cohort 7 and Cohort 8’s microsystems and social networks to
collect financial donations. Drawing from experiences of past cohorts and the
huge potential for engagement of not only Cohort 7 and Cohort 8 but also their
network of colleagues, friends and families, made the envelope fundraiser a
very attractive option. We also set up a Go Fund Me site, executed a direct mail
campaign and a Pieology fundraiser. The committee as a group was very supportive
of each other and helped each other when needed. It really was a collaborative
effort. Although we did not meet our goal I felt that I learned much more than
just fundraising. It helped me see communities in an asset based perspective
rather than a deficit perspective. I would rate myself between Basic and
Competent for SLO #2.
