Throughout our time together as a team, we have faced many challenges when trying to conduct and gather research from our partnering schools. These challenges ranged from large-scale community changes, such as the Chicago Teachers’ Strike and the COVID-19 pandemic, to smaller disruptions such as miscommunications, timing problems, or a lack of participants. Through all of this, I have learned that, especially when working in schools, researchers have to maintain an attitude of patience, flexibility, and understanding to work through these challenges. Being an outsider at these after school programs means that my work is not a priority for the schools we are in (as it should be). This often means then that I might have to wait longer to hear back from the staff we are working with or go to a school that ends up not having anyone available to be interviewed.
While the team was not able to collect as much data as we would have liked this past year, we have learned how better to communicate with our school partners and to approach some our data collections with an understanding that we may not be able to gather as much as we would have liked to. Research like this takes a great deal of time to be able to gain a full understanding of the after school programs and the people involved. When working with people in this sort of context researchers must approach it with an acceptance of at least some unpredictableness.
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Many of the challenges in my research data collection were factors that was beyond my control, including student attendance in after school programs and the suspension of the data collection process due to the teacher strikes and COVID-19 pandemic. Under these circumstances, I found that these inconveniences, while undesired, were very helpful in showing the potential conflicts that could arise through the research conducted within public schools. My initial expectations of the process of field research within schools would not have foreseen these untimely occurrences especially when some of the challenges we were faced with were unprecedented by the extent of its impact on the academic year. With the COVID-19 pandemic, sudden and unanticipated changes to our way of life immediately presented us with new challenges that have so far been disruptive to research data collection. While these events are rare and happen infrequently, I have actively witnessed the need to be prepared for the need to take detours in the research process while accepting that even a flawless research plan may inevitably succumb to the externalities of the real world. I cannot expect for there to be a paved road for me to travel on without there having to be some cracks and the occasional pothole that I have to slowly drive over. I must continue to deal with these challenges under the expectation that the process will need adjustments.
I was unaware of what my first observation at Maroon Institute would result in as I previously had no experience in observing a class of young elementary students for the purpose of research. As I began my observation of the students, I witnessed them focusing on a art project that involved painting masks typically associated with The Day of the Dead, a Mexican holiday and tradition. It was interesting noting how this art project was not based off of a domestic tradition and that it was still appealing to the students who were dedicating their effort towards a creative project. The learning opportunity provided by Uptown Arts to its students was inspiring. Though the actual painting process was highly engaging to the students, what was more profound was the instructor’s brief yet dynamic instances of teachable moments. The most notable moment was when the instructor helped one student mix various colors to create another color using a large color wheel as a reference. The student was able to visualize how the creation of one color was the product of a mixture of primary and secondary colors. While these moments were brief, they were substantial for the student to not only be able to create colors but to also understand how these colors were to be created and eventually evolve into greater passions for the arts that could potentially result in the next Picasso.
Since this was my first observation for the research project, I did not know what to expect regarding how many students would participate and how the program would be structured. I wished that I was more prepared before arriving to the classroom as there were a couple of extra things I needed to do before I would be able to take notes for the observation, including knowing the names of students who were eligible for observation, finding a way to identify the students, and being able to record as much information about the classroom as possible before being able to record in class discussions. I did not expect for the students to be painting Day of the Dead masks that were supposed to be worked on before the end of October. Due to the teachers strike, it delayed the beginning of the program so that these projects did not begin until mid-November. I would suggest that for the next observation, I be able to clarify which students were given permission to be observed and be able to find a way to record conversations in a more efficient manner so that not every single detail had to be recorded at once to the extent that it would be overwhelming to the observer.
Over the course of this semester, I learned a lot about the process of attempting to complete a research project like this, particularly in schools. From completing CISI to collecting consent forms, I better understand the amount of preparation it takes to be able to begin actually collecting data. Not only did we have difficulties collecting parent consent forms to be able to observe at least a few students from each program, but we also had to readjust our schedule due to the teacher’s strike that caused the after school programs to be cancelled. It was unclear during the strike to know when it would end, so we had to be patient and continue to prepare for observations until we knew when school would be back in session. I also learned that it takes time and some trial and error to know what procedure works best for everyone involved. For example, to collect surveys, I found that for some students, particularly younger ones, the language needed to be changed for them to better understand what was asked of them and that more researchers needed to be involved so that students could work on the survey with someone one-on-one. I also gained a better understanding of all the people who are involved with the project and how much it truly takes for a project like this to run smoothly. I learned about various programs, including Zotero and SPSS, to cite works and input data that will be important to analyze when it comes time to present my research next semester.
One of the first unexpected things that I learned during field observations this semester was that many of the CSI after-school program teachers are also classroom teachers at the same school or at nearby schools during the day, and teach the after-school programs in addition to their other responsibilities as teachers. I was very inspired by this fact, because it displays the amount of passion the teachers at the schools we are observing have for the education of their students. Although I am not studying to become a teacher, I hope that I can learn from the career experiences of the teachers I observe throughout the year, and eventually apply these to my own future career.
Another unexpected thing that occurred during field observations was during the survey distribution. At one point, I went to Maroon Institute to distribute and collect surveys to approximately fifteen students in 3rd, 4th, and 5th grades. Before I arrived at the school that day for the surveys, I assumed that it would be very quick and simple. However, I completely did not realize beforehand that a group of students in different grade levels would have a wide range of reading levels. This made getting the surveys filled out more complicated. I had to adapt to this and give some students more individualized help with explaining the survey questions, and explaining some words to other students. During that process, I realized that this is something teachers have to do every day. I have so much respect to them for catering to where each student is at to ensure they all get a great education. I was very nervous for the initial observation of Girls on the Run at Maroon Institute. I was nervous that the instructor and the students would feel uncomfortable with me observing them while they did class. However, the instructor introduced me to the class, and I felt very welcomed during the first class. Some of the students looked at me as I was typing about class and I was worried my presence would make them nervous, but by the second class most of the students recognized me and said hello. Something that surprised me about the first class was that they did not run at all, but the instructor had them work on homework the whole time. Initially I was surprised by this, but after she mentioned the teacher’s strike that had only finished one week before, it became clear why. The students had curriculum to catch up on after returning from the strike, so there was not much time to run that week.
Something that was particularly interesting about this first observation was that the girls were very disappointed about not having time to run that week. While the teacher explained that they had to catch up on schoolwork and would resume running the next week, I thought that this was a positive sign, that the students are really enjoying running. I also did not realize that the amount of students in the class would be relatively small (usually six per week, depending on attendance). I thought this was helpful, because it allows the instructor of Girls on the Run to give the students individual help with homework, as well as running. This made me reflect on my own experiences as an elementary school student. I think that I would have really benefitted from a program such as Girls on the Run, because it combines academic assistance with fitness and nutrition education, which is valuable at a young age. Additionally, the instructor makes it very fun and engaging, and the students clearly enjoy being there, even on the week they did not run. Prior to my first observation for SUCCEED, my understandings of social justice were largely influenced by what was taught in my education classes. This included understanding the importance of culturally responsive pedagogy, which is instruction in the classroom that is driven by relationships built with students that reveals their funds of knowledge and backgrounds. As a teacher, specifically for me as a white, middle class, female teacher, I have an obligation to take into account all of the factors that have influenced my students’ lives and current understandings of the world to best support them in their learning. After completing my initial observation, I was impressed and excited to see these sorts of practices being used in the after school program I was with, which was Circesteem. Circesteem is a two hour long program that includes mini lessons with small groups of students involving social emotional learning (the first day I observed they were discussing the topic of consent), time for homework with help from instructors, and then time to learn a new circus trick using various tools such as mats and spinning plates. The instructors were visually happy to be with the students and worked to make each one feel involved and as though they received some sort of support throughout the time they spent together. Students were given options based on what their needs were for that day and restorative practices were used to help understand students’ behavior and change their environment to help them better learn and focus. Seeing this sort of work outside of typical classroom time was influential for me and helped me to see social justice as something that should happen at all times for students, rather than only during the school day. I am inspired to reflect on my own practices outside of teaching where I could better utilize my skills and knowledge as a teacher for social justice to always and constantly support not just my students but all people.
Before the field observations began and before research began for the semester, my main motivation for getting involved in the CSI research program was an interest in research that included a social justice aspect. While there are many research labs on campus within my major in the biology department, I was drawn to this research opportunity because it would allow me to get off campus in a setting that focused on promoting equity among students in Chicago Public Schools. Part of this motivation is from the settings that I have worked and volunteered in throughout the first few years of college. My first year of college, I worked with ABC tutors on campus, and helped teach Algebra to CPS middle schoolers. This experience showed me how providing additional learning opportunities to students that may not have otherwise have been able to access these opportunities is beneficial, as it reinforces concepts learned in the classroom and increases confidence of the students in their own abilities. After my sophomore year of college, I began working in a busy emergency room on the southwest side of Chicago. The experiences I have had at my job have shown me the disparities among different socioeconomic statuses in terms of ability to access healthcare. This has motivated me to take action in my own community on the north side and help address disparities in other areas, such as education. It is my hope that by participating in the SUCCEED lab I can play even the smallest role in helping achieve equitable education for all students in Chicago.
As mentioned previously, I work in an emergency room. I was drawn to this setting due to my interest in healthcare and my hope of going to medical school. One social justice issue that I am passionate about that also relates to the program I am observing is public health education. Many health problems are caused by structural inequalities, in which people are not able to access education about health problems and remedies, and preventable health problems occur as a result. This is why I am passionate about observing the Girls on the Run program, because it promotes learning about how fitness and nutrition can promote health from an early age. I hope that throughout the year I can learn more about healthcare and nutrition education in after school programs and how this affects other aspects of the students lives, such as their confidence in school and in social emotional learning. Being an elementary education major, I am, clearly, passionate for schools, teaching, and children. Upon finding out about the undergraduate research assistant position, I was immediately interested in joining the project. In one of my previous education classes, we focused on data-driven curriculum decisions through completing observations, interviews, and various assessments. I found I enjoyed this type of work and was hoping to hone my research skills further through joining the CSI (Community School Initiative) project. I believed that in learning about schools, specifically Chicago Public Schools, where I am hoping to work after graduation, from another viewpoint as a researcher would strengthen my knowledge and be useful in my career. I was also interested to learn more about how my university has been connected to the neighborhood schools and what that relationship looked like. Another aspect of this project that I had not been exposed to through my education classes was how the after school programs functioned to better support students’ needs. As a future teacher, it is important for me to know and understand my students well, including what sort of other supports they have at home or at school to help drive my decisions in the classroom. I thought that to be given the opportunity to see students in this environment from a perspective other than a teacher would be both interesting for me to research but would also widen my awareness and insights about students in after school programs in CPS.
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AuthorSUCCEED team Archives
March 2020
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