WHO ARE WE (AS YOUTH WORKERS + HUMANS)?

I’ve identified six key moments that shaped who I am today, starting with high school, where I faced my biggest challenges. The man who raised me was my biggest support in school, but when he went to prison at the end of my freshman year, I lost that help. My mom, who never went to high school, tried her best, but she couldn’t help me. When it came time to apply to colleges, I felt lost. We had only one college advisor for over a hundred students, making guidance hard to find. I struggled with my college essay and applications and eventually gave up. I felt defeated. I took a year off and worked at Dunkin’. I realized I wanted more for my future, so I applied to CCRI and began my college journey.

When I started at CCRI, I was eager to find the support I never had in high school. Unfortunately, I met with several advisors over two years who misadvised me each time. I was taking classes that wouldn’t count towards my degree once I transferred. I felt lost and hopeless again, with no one to turn to or a community to lean on. Then, I met someone from the RIC Admissions team who told me I only needed two more classes to transfer. I quickly signed up for those summer classes and applied to RIC. I started to feel optimistic.

In the fall of 2018, I started at RIC, feeling both anxious and excited to be at the school I always wanted to attend. During transfer orientation, I learned about the Youth Development program. At first, I had doubts, but I soon fell in love with it. For the first time, I felt seen, heard, and accepted, with a supportive community to lean on. I felt a sense of belonging, learned to advocate for myself, and understood the importance of community and mentorship. Most importantly, I learned more about myself and my identity.

Shortly after starting at RIC, I joined Harambee, the Black Student Union, excited to connect and learn. I attended events regularly but often felt uncomfortable, questioning my identity and whether my voice mattered since I didn’t fit the expected appearance. One spring meeting stands out: while filling out paperwork for students of color, an Eboard member told me, “You’re not black, you don’t need to fill this out.” I was shocked and hurt, and this moment triggered my identity crisis. Despite this, I continued attending events, determined to represent Biracial folks. I eventually joined the Eboard as Secretary. It all paid off when we hosted Yusef Salaam, and I spoke in front of 1,000 people, which transformed me and helped me embrace my identity. My time in Harambee taught me valuable lessons about resilience and self-worth. I’m grateful for this journey, as it has empowered me to use my voice and advocate for others, deepening my understanding of myself and fostering inclusivity within the organization.

I also became a Transfer Navigator during my first year at RIC, which sparked my interest in higher education and inspired me to become a college advisor. Through this role, I discovered a deep sense of purpose and passion. I realized I wanted to advise, mentor, and guide young people, becoming the person I never had. My goal was to offer them the support, resources, and opportunities I never had.

Fast forward to September 2023, I started my dream job as an Advisor at Student Support Services (SSS). I work with first-generation, low-income students and those with documented disabilities. I see myself in them. I was once in their shoes. Every day, I wake up feeling like I’m living my purpose. I get to be the support I never had for so many students. This role inspires, teaches, and transforms me. Not only do I serve students, but I also attend leadership conferences and professional development opportunities, facilitating workshops that help me grow as a professional. This job is exactly what I needed. I've grown so much personally and professionally, and it’s even better because I’m truly passionate about the work I do.

WHY DO WE DO WHAT WE DO? (IDEOLOGIES)

“People don’t buy what you do; they buy why you do it.” - I Know What I Believe: Using Theory to Prepare Youth Workers (McKamey, Bogad, Clemons, Restler)

This quote really speaks to me because it highlights the importance of understanding our reasons for doing something, especially in youth work. It serves as a reminder that our actions should be grounded in clear values and intentions. In youth development, understanding our reasons shapes how we connect with young people and the environments we create. It makes me reflect on why I chose this field and the impact I want to have. I aim to support youth as they explore their identities, interests, passions, and future goals. By encouraging them to discover what they love and what they aspire to achieve, I empower them to take ownership of their experiences and choices. It’s important for young people to feel their voices are heard, and by fostering a supportive space for them to express themselves, I can help build their confidence and inspire them to explore their full potential. Understanding our “why” enhances our work and inspires the next generation to pursue their own paths in life.

"We create opportunities for youth to become agents of change through transformative youth leadership programming. We create brave spaces for youth to bring their cultures, values, identities, and truths and then build the skills and tools to name and address equity issues in their communities. Through their leadership, Youth In Action works to create more caring and fair public institutions and systems." 

This quote speaks to me because it emphasizes the power of young people as change-makers. It’s inspiring to think that when we create supportive spaces for youth, they can bring their unique cultures, values, and experiences to the table. This not only helps them feel valued but also encourages them to address important issues in their communities. I believe that empowering youth to voice their concerns and take action can lead to meaningful change. By helping them develop skills to address equity issues, we’re not just shaping future leaders, we’re also fostering a generation that cares about creating an equitable society. When youth are given the tools and confidence to advocate for themselves and others, they can meaningfully impact their communities.

"Counselors Not Cops" - Arise - PASS Coalition (Providence Alliance For Student Safety)

The phrase "Counselors Not Cops"  highlights the need for support rather than punishment in schools and communities. Young people thrive when they have guidance and someone to talk to instead of facing policing and discipline. This campaign emphasizes the importance of creating safe spaces where youth can openly share their feelings and challenges. When police officers are present in schools, many students feel anxious and unsafe, fearing punishment or harm. This creates a hostile environment that discourages them from seeking help. Instead, having counselors in schools can foster a sense of safety and support. Counselors provide essential mental health services, while also teaching coping skills and conflict resolution. By prioritizing counseling, schools can create environments where students are allowed to focus on learning and personal growth without the fear of being criminalized or harmed. This approach builds trust between students and staff, making it easier for young people to seek help when they need it. Having counselors instead of cops in schools can lead to happier, healthier students and a stronger community.

WHAT IS YOUTH WORK? (TRACING HISTORY)

Reclaiming Community: Race and the Uncertain Future of Youth Work [Chapter 1] (Bianca Baldridge)

When I first started reading the article, it was uplifting, and shortly after, I was disappointed and frustrated because the Educational Excellence (EE) program lost its focus and quality after leadership changes. The program originally provided strong cultural and personal support for youth, specifically Black youth, but shifted focus from genuine support to chasing growth and measurable results, compromising its original mission. They went from truly supporting youth to focusing more on external pressures and targets. Additionally, this article showed that community-based programs often view marginalized youth as problems to be fixed rather than addressing systemic issues. This deficit framing can weaken the program and reduce its ability to offer holistic support. It makes me think about how higher education often focuses more on external pressures, like hitting enrollment targets, rather than supporting current students. Schools tend to prioritize recruiting new students and boosting their image while neglecting the needs of those already enrolled. Then, they wonder why students are dropping out or transferring. They're prioritizing data and metrics over student well-being and support, causing a disconnect between the institution's goals and students' needs.

Decolonizing youth development: re-imagining youthwork for Indigenous youth futures (Katie Johnston-Goodstar)

K/L/M Framework:

1. What did I already KNOW?

I already knew that Western views on childhood often overlook or dismiss Indigenous perspectives, which can be harmful. This reading confirmed that Western ideas about youth development have been used to push Indigenous kids to fit into a mold that doesn't honor their culture. It also exposed how these ideas cause Indigenous youth to be treated unfairly. To truly support Indigenous youth, we need to challenge these old and biased views and instead value and respect Indigenous ways of understanding and supporting young people.

2. What did I LEARN?

I learned about the history of how racial theories influenced youth programs like the Boy Scouts and YMCA. These programs used "playing Indian" to reinforce the idea that Western ways were superior. I also learned about G. Stanley Hall's theory, which linked childhood development to racial stages and shaped these youth programs, pushing the idea that children's growth mirrored a supposed racial evolution.

3. What do I want to know MORE about?

I want to learn more about how educators and policymakers are working to replace these outdated concepts with more inclusive and accurate representations of different cultures. I’m also interested in learning more about the Boy Scouts and YMCA history and seeing how things have changed over time with new practices and advocacy efforts.

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HOW DO WE SEE (+ STUDY) YOUNG PEOPLE?

Zora: On Being Outstanding

A key takeaway for me is the importance of staying true to yourself and not conforming to societal expectations. I believe true greatness comes from being yourself and embracing your unique qualities, even when there's pressure to conform. Everyone can be outstanding by developing their own special skills and viewpoints. Being authentic helps you find your value and identity, even if others don’t always see it. To me, standing out often means going against the norm, which takes bravery and persistence and that's exactly what Zora did. Embracing our differences and using them as strengths shows that true greatness comes from confidently being ourselves and doing things our own way. There will always be people who label us, but it's important to keep embracing who we are despite those labels.

Crip Camp: A Disability Revolution

A key takeaway from the film is the importance of intersectionality in activism. The film shows how the campers not only fought for disability rights but also navigated and addressed other social issues, such as race and gender. Their activism was inclusive and acknowledged the complex ways in which different forms of discrimination intersect. This approach helped create a more effective movement for change. The film highlights that true social change often requires addressing various forms of inequality and understanding how different issues are linked. It’s a powerful reminder that to make a real difference, we need to consider and address all aspects of injustice.

                             

What I found similar between the two is that both Zora and the people with disabilities dealt with rigid systems that didn’t address their individual needs. Zora faced a school system that didn't support her individuality, and her resistance was a form of personal activism. In the film, they also faced numerous barriers and fought for their rights through activism. Both show how people push back against systems that don’t accommodate their needs. Both Zora and the people in the film found strength and support from their communities. Zora’s family helped her with school challenges and encouraged her to be herself. Similarly, the campers at Camp Jened supported each other, creating a strong group that helped them fight for disability rights. In both situations, it showed how having a supportive community made it easier to challenge and change unfair systems.

WHO ARE YOUTH? WHAT IS CHILDHOOD?

The podcast "Are children a marginalized group?"

explores how young people are often perceived as incapable of making significant decisions, leading to their opinions on matters like education and personal freedoms are ignored. This view stems from the belief that children, lacking the life experience of adults, are not capable of making informed choices. Legal and cultural norms typically give children fewer rights and less power, reinforcing this idea. For example, the podcast mentions that "kids experience structural and personal harm without any power to change it," and that they are "often left out of decisions about their own futures." This stereotype becomes even more complex for children from marginalized backgrounds, who often face additional barriers when it comes to having their voices heard. The podcast shows how children often feel dismissed by adults, saying things like, “Sometimes I feel like some adults will talk to me like they're being nice enough to ask my opinion, but in the end, they're not really going to think about what I'm saying just because I'm, like, a kid.” This reflects a broader cultural tendency to value adult opinions more, based on the belief that adults are more knowledgeable. As a result, children’s views are frequently overlooked.

The article "Understanding Adultism" highlights the belief that young people are immature and incapable of understanding complex issues or making important decisions. "The opinions of most young people are not valued; they are punished at the will or whim of adults; their emotions are considered ‘immature.’" This stereotype overlooks their perspectives and abilities, reinforcing a cycle where their thoughts and opinions are disregarded. For young people of color or those from lower socioeconomic backgrounds, this disregard can be even more prominent, further silencing their voices. Gender stereotypes also contribute, as different genders may face differing expectations about emotional maturity, which influences how their opinions are perceived and treated. This belief prevents young people from showing their true capabilities and contributions. They deserve to be listened to and respected not just as future leaders, but as capable individuals today.

The article "Denaturalizing Adolescence: The Politics of Contemporary Representations" highlights "The second confident characteristics of adolescents declares that they are controlled by hormones and, therefore, dangerously out of control." The stereotype that adolescents are out of control because of hormones comes from the idea that their behavior is mostly driven by hormonal changes, ignoring other factors like social influences, mental health, and personal differences. Focusing on the "hormonal teenager" causes normal adolescent behavior to be seen as problematic. Adolescents of color often face unfair stereotypes that can affect how they are perceived and treated. For example, racial biases might lead to these young people being labeled as more rebellious or troublesome simply because of their race. This can lead to their behavior being misunderstood or judged unfairly. Additionally, gender plays a role in these stereotypes. Females are sometimes seen as overly emotional or dramatic, which reinforces negative gender norms that consider emotional expression in females problematic. 

  Memory - During undergrad when I was a member of Harambee, the Black Student Union on campus I was often left out of conversations and viewed differently because of my appearance. I was judged off appearance rather than my character and what I could contribute to the organization. It wasn’t just about being left out of discussions or social interactions; it extended to how my ideas and perspectives were received. It affected my confidence, my sense of belonging and made me feel less than.