Thanks to the generous support of the Ethnic Studies Department, Department of Sociology and the InterAction Project, ES/SOC 599 was again a part of spring break at Oregon State University. We chose to forego a leisurely week, far away from studies to completely immerse ourselves in action research, a method of learning utilized by the facilitators. Brainstorming and shared reflections on the information we obtained through our listening experiences contributed to a better understanding of the educational issues that were presented from different social positions and perspectives.

We began Sunday morning as 20 strangers who gathered, sleeping bags in hand, unsure of what experiences the following week would bring. We concluded on Friday as a cohesive team, ready and excited to display our learning to the panel of stakeholders and guests, which encapsulated the learning from our week long odyssey.

Five, intensive 12 hour days were spent speaking with a variety of stakeholders in Salem, Independence and Corvallis. It was our mission to actively listen to their perspectives regarding diversity issues and hear what they feel needs to be done at the primary and secondary school levels in order to meet the needs of the increasingly diverse student population. Stakeholders included legislators, superintendents, principals, teachers, students, parents and community advocates. They gave us a better understanding of the ways in which the various stakeholder groups in Oregon are working, both alone and in conjunction with each other, to serve the needs of the diverse student population.

VOICE: Individuals, in addition to the community at-large, need to become involved and provide advocacy for diverse student populations. These were the recommendation of several stakeholders including Senator Trow, Anthony Veliz and Judy Bryant. Policy makers need to be made aware of the needs of our children - our voices need to be heard loud and clear. As a result, when decisions are being made our needs become a factor in the decision making process. This will ensure all children will receive the educational opportunities they rightly deserve.

CULTURE: Different stakeholder panels including a parents panel, a student panel and community advocate panels indicated that a student's culture and native language must be considered with developing curriculum and tests. Senator Trow indicated that the community determines racial climate. If the community as a whole is well educated and has an understanding of and appreciation for the diverse cultures in which they live, the likelihood of a better racial climate will exist.

SUPPORT: Although money is usually equated with the term "support", it involves much more than that. Both Carolyn Leonard and Geoffrey reminded us that it is our duty to provide children with the moral support they need to excel inside and outside of the classroom. We must help them develop and maintain a positive sense self-esteem. It is our responsibility to open a dialogue for discussion and embrace all other humans.

RELATIONSHIP BUILDING: Cal Henry expressed the desire for teachers to reach out to students and meet them on their own "turf". This reaching helps build a relationship between teachers and students outside of the classroom setting. With great passion, the panel of migrant parents expressed the need for parents to get involved with their child's schools and to get to know the teachers and administrators. They believe that close relationship is necessary to ensure student success. Marshall Haskins indicated that most at-risk youth come from at-risk homes. Therefore, support needs to extend beyond the classroom and into the living room - - relationships need to be build with families.

My partner Cathy and I facilitated for stakeholder Senator Cliff Trow

Oregon Department of Education
Gazette Times Newspaper - (See related class article in March 27 archives)
Willamette ESD - Migrant Education Department
El Hispanic News
The Scanner Newspaper
Ohio State University - Black Studies Library Web site