“Student voice”: Involving youth in school reform Dana Mitra Assistant Professor EDTHP Penn State

Kaden

The absence of student voice in school reform While many schools have struggled with how to improve student outcomes, few high schools have decided to go straight to the source and ask the students. While many schools have struggled with how to improve student outcomes, few high schools have decided to go straight to the source and ask the students. School reform in recent decades has sought increased teacher and parent participation in change efforts, but not students (Fullan, 2001). School reform in recent decades has sought increased teacher and parent participation in change efforts, but not students (Fullan, 2001). Student voice emerging again for the first time since the early seventies. Student voice emerging again for the first time since the early seventies.

Adolescent isolation in high schools Often students describe high school experiences in terms of anonymity and powerlessness Often students describe high school experiences in terms of anonymity and powerlessness High numbers of students who feel isolated and without support High numbers of students who feel isolated and without support Students report a lack of strong connections with their teachers. Students report a lack of strong connections with their teachers. Students believe that adults in their schools rarely listen to their views nor do they involve them in important decisions affecting their own activities or work Students believe that adults in their schools rarely listen to their views nor do they involve them in important decisions affecting their own activities or work Experiences of alienation result in disengagement between students and their schools. Experiences of alienation result in disengagement between students and their schools. Disengaged students tend to come to school less, have lower self-concepts, achieve less academically, and are more likely to drop out of school Disengaged students tend to come to school less, have lower self-concepts, achieve less academically, and are more likely to drop out of school

Potential benefits of increasing student voice in school reform School benefits: potential avenue for improving both student outcomes and school restructuring potential avenue for improving both student outcomes and school restructuring Problems may be framed differently, providing different solutions Problems may be framed differently, providing different solutions Implementation is easier when those affected understand and contribute to the changes-Can lead to changes in policy and practice Implementation is easier when those affected understand and contribute to the changes-Can lead to changes in policy and practice Potential for raising questions of equity within the school Potential for raising questions of equity within the school Student benefits: Key opportunities to fulfill the needs of youth development Key opportunities to fulfill the needs of youth development New opportunities for interactions with adults New opportunities for interactions with adults Can create sense of ownership that re-engages students and creates intrinsic motivation Can create sense of ownership that re-engages students and creates intrinsic motivation Opportunities for learning about decision making, for participation in meaningful activity and for modeling adult roles Opportunities for learning about decision making, for participation in meaningful activity and for modeling adult roles May improve learning, self- concept, and awareness of their own talents as well as those of others May improve learning, self- concept, and awareness of their own talents as well as those of others

Types of “ student voice ” Information Collaboration Auto- nomy Students and adults together develop a vision of reform. Students direct themselves, creating their own questions and developing action plans independent of adult support. Adults use student perspectives as a form of raw knowledge

What does student voice look like in practice? Does the development of student voice significantly influence the school (and if so how)? Does student voice influence the youth involved in it?

Whitman High School Contexts Low income and extremely diverse: Low income and extremely diverse: 57% of families receive public assistance57% of families receive public assistance 36% Latino, 19% Black, 17% White, 12% Asian, 8% Filipino, 7% Pacific Islander36% Latino, 19% Black, 17% White, 12% Asian, 8% Filipino, 7% Pacific Islander Community calls it a “ ghetto ” school Community calls it a “ ghetto ” school 58% graduation rate58% graduation rate Focus on inquiry-driven reform Focus on inquiry-driven reform

Description of Student Forum Case Thirty students representing diversity of the school Thirty students representing diversity of the school Began by analyzing focus group data Began by analyzing focus group data Presented analysis to the faculty Presented analysis to the faculty

Problems Identified by Whitman Students Improve school reputation Improve school reputation Increase continuity between classes Increase continuity between classes Raise standards and quality of teaching Raise standards and quality of teaching Counsel students on future plans Counsel students on future plans Create freshman orientation Create freshman orientation Develop communication between staff and students Develop communication between staff and students

Main focus: Building partnerships between students and teachers -Teacher-Centered reforms -Student-Centered reforms - What they did -Outcomes for the school -Outcomes for the youth involved

Student Forum: Focus of Teacher-Centered Activities Involve students in school reform activities including action research on improving reading strategies and staff development trainingsInvolve students in school reform activities including action research on improving reading strategies and staff development trainings Analysis of textbook selectionsAnalysis of textbook selections Wrote prompts for schoolwide writing assessmentsWrote prompts for schoolwide writing assessments

Student Forum: Outcomes of Teacher-Centered Activities Students became: “ Experts ” in domains of knowledge to which teachers did not have access “ Experts ” in domains of knowledge to which teachers did not have access A bridge between teacher and student perspectives A bridge between teacher and student perspectives A source of teacher accountability and professionalism A source of teacher accountability and professionalism

Changes in a teacher at Whitman: “I think it makes me a much better teacher. Getting to know kids outside of the classroom… seeing how aware and how knowledgeable and how acutely... they (students) know what's up. They echo absolutely everything that myself and other colleagues have talked about in terms of dismay at…staff and resources…Their… keen awareness, as well as their excitement and willingness and desire to make things better is a good shot in the arm.”

Student Forum: Focus of Student-Centered Activities Increase teacher understanding of students Increase teacher understanding of students Create opportunities for youth to express their views and experiences Create opportunities for youth to express their views and experiences Involve teachers in: Forums on pressing issues in the school and student-led tours of the neighborhood Involve teachers in: Forums on pressing issues in the school and student-led tours of the neighborhood

Student Impression of the Tour “It was cool. They learned where we lived, worked, the different territories, where we stay away from, where people get killed and hurt for being in the wrong areas. I thought it was really successful.” Jeff Thompson, Student Tour Guide

Student Forum: Outcomes of Student-Centered Activities Teachers: Developed an awareness of student perspectives and concerns Developed an awareness of student perspectives and concerns Helped debunk stereotypes about youth Helped debunk stereotypes about youth Indicated an increasing willingness to participate in future work Indicated an increasing willingness to participate in future work

Individual experiences: A Youth Development Perspective Agency Agency Belonging Belonging Competence Competence

Agency Belief that one can: Make a difference Make a difference Be “ heard ” Be “ heard ” Lead others Lead others

Belonging Connection to: Caring adult Caring adult Teachers Teachers School School

Competence Problem solving and facilitation skills Problem solving and facilitation skills Getting along with others Getting along with others Public speaking Public speaking