妻友社区

You may know Title IX as the law that opened the floodgates of girls鈥� and women鈥檚 sports in the U.S. That鈥檚 true and incredibly important, but it鈥檚 so much more than that. Title IX is the federal civil rights law that prohibits discrimination on the basis of sex in any school or education program that receives funding from the federal government. It has impacted areas from sexual harassment and gender-based violence to the rights of transgender students. And in fact, the law continues to be interpreted in new ways that offer protection to more people. Researchers and activists are pushing Title IX to new frontiers, and it鈥檚 exciting to be part of those efforts as we celebrate the law鈥檚 50th anniversary this month.

Research scientists and project directors here at the 妻友社区 have long been involved on the front lines of Title IX. In 2005, Senior Research Scientist Nan Stein, Ed.D., co-developed Shifting Boundaries, a teen dating violence prevention program for K-12 schools that has been identified by the U.S. Centers for Disease Control as one of only two programs that are both evidence-based and effective. Shifting Boundaries helps schools reduce sexual harassment and gender-based violence, thus meeting the demands of Title IX by making an equal education possible for all students.

Title IX also ensures the right to an equal education at the college level. In 2020, Senior Research Scientist Linda Williams, Ph.D., completed a report funded by the National Institute of Justice on how colleges respond to sexual assault on their campuses. Her research is critical to understanding how different rules and procedures affect college students and their ability to get an education free of sexual harassment and gender-based violence. With new guidelines for colleges on how to respond to sexual assault on campus expected from the federal government , this work is more relevant than ever.

It鈥檚 a hopeful sign of progress that Title IX protections are being extended to new groups of people who had previously been left behind by it.

And now, our researchers are taking Title IX to new realms, including the protection of college students who are parents. Research Scientist Autumn Green, Ph.D., is working to ensure that pregnant and parenting students can access the same education as their peers. Resources like family housing and on-campus childcare help to level the playing field, but there is much more work to be done to advance equity on campus for student parents. Dr. Green is currently studying the most effective strategies for implementing data tracking and reporting systems that identify parenting students enrolled in college, as well as follow their educational outcomes like grades, retention, and graduation. More data is the first step toward ensuring student parents get what they need to succeed.

It鈥檚 a hopeful sign of progress that Title IX protections are being extended to new groups of people who had previously been left behind by it. We鈥檙e energized by where we might go from here, what lives might be improved by access to an equal education. Far from being a stagnant law of our past, Title IX continues to be dynamic and critical to our future. As we celebrate its 50th anniversary, let鈥檚 look back with pride on how far we鈥檝e come鈥攁nd look ahead with hope for a better future.

Throughout the month of June, we鈥檒l be exploring some of the new frontiers of Title IX here on Women Change Worlds.

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann 鈥�67 Executive Director of the 妻友社区.

This digital whiteboard was developed in an exercise called "What are Student Parents Called?" which was part of the Student Parents at the Center project, a collaboration between WCW and the Urban Institute.

When your work aims to help call attention to an invisible population, it鈥檚 important to figure out which term best identifies that population. Terminology shapes how we think about groups of people, and how they think about themselves.

So what exactly are the nearly 4.8 million undergraduate and graduate students in the U.S. today who are raising children while taking classes called? Pregnant and parenting students? Student parents? Parenting students? College students with kids? Something else?

Though I used to use the term 鈥渟tudent parents,鈥� lately I鈥檝e been leaning more toward 鈥減arenting students.鈥�

The term parenting student acknowledges that students who have children commonly identify first and foremost as parents, prioritizing their kids鈥� wellbeing and care over their classes, homework, jobs, and other non-parenting responsibilities. It uses active language that acknowledges all students who are actively parenting in college, including those who may not be biological or adoptive parents or even identify as parents, but are certainly performing the roles and work involved in parenting.

Parenting student is also a shortened version of the terminology 鈥減regnant and parenting students,鈥� which is how they鈥檙e referred to by the U.S. Department of Education鈥檚 Office of Civil Rights and federal Title IX law. Title IX is the civil rights law passed in 1972 that prohibits sex-based discrimination in any school or education program that receives federal money. The law specifically prohibits discrimination against 鈥減regnant and parenting students.鈥� If we鈥檙e fighting for pregnant and parenting students鈥� rights, doesn鈥檛 it make sense to match our terminology to the Department of Education鈥檚?

Questions around the terminology used to describe and identify students who are pregnant and parenting aren't new. It鈥檚 actually an issue that we鈥檝e been discussing in this field for many years. This fall as part of WCW鈥檚 Student Parents at the Center: Building a Policy Road Map project (a partnership with the ), we completed a brainstorming activity with about 40 policy experts, scholars, and student parents from across the country. The group filled three digital whiteboards with about 75 post-it notes listing various names for pregnant and parenting students and sub-populations that are part of this demographic. The names ranged from 鈥渘on-traditional students鈥� to 鈥渃aregiving students鈥� to 鈥減arent scholars,鈥� and included sub-populations like 鈥渟tudents of color with children鈥� and 鈥淟GBTQ+ student parents.鈥�

There are several reasons why there are so many different terms to describe parenting students. Among them are the history and diversity of this group.

. . . pregnant and parenting students are one of the most diverse student populations. While they share many characteristics, they also have distinct and unique experiences reflecting their intersectional identities.

Historically, before 2010, there hadn鈥檛 been much consideration of pregnant and parenting students in higher education as a collectively defined group. Terminology to describe students who were parents in college was often more specific, because postsecondary programs, research, and advocacy was more focused on certain populations. After World War II, when colleges first started to acknowledge and create programs on campus, it was in response to student veterans with families (mostly dads) who came to college on the GI Bill. In the 1960s and 1970s after more women began gaining access to college, terms like 鈥渞eturning students,鈥� 鈥渘on-traditional students,鈥� 鈥渄isplaced homemakers,鈥� and 鈥渟tudent mothers鈥� became more common.

In the 1980s as more low-income, young, and BIPOC students gained access to college, terminology shifted to highlight 鈥渨elfare mothers pursuing postsecondary pathways,鈥� while some programs began to focus specifically on special high-needs populations such as single mothers, young mothers, and 鈥渨omen in transition.鈥� After welfare reform in 1996 blocked many public assistance recipients from pursuing or completing college, terminology expanded to consider 鈥渓ow-income mothers in higher education,鈥� since many of them were forced to forgo welfare. The term 鈥渟tudent parents鈥� became the most widely used vernacular after 2010, having been popularized through shared use by advocates and researchers.

In addition, pregnant and parenting students are one of the most diverse student populations. While they share many characteristics, they also have distinct and unique experiences reflecting their intersectional identities. Some researchers, programs, and policies focus on specific groups of parenting students, and therefore use terms like single mother students, student dads, young student parents, returning student parents, non-parent student caregivers, etc.

The language used to identify us matters, especially when we are members of marginalized groups. I became a parent while in college over 20 years ago now, and the way I identify myself has evolved since that time鈥攁s it evolves for many student parents. I鈥檓 now the director of the newly renamed Higher Education Access for Parenting Students Research Initiative here at WCW, which going forward will include the term 鈥減arenting student鈥� largely due to Title IX, as well as its inclusiveness, action/role orientation, and parent-first language.

What matters most to me is not settling on a particular way to identify this group of people but ensuring that they have a voice in the ongoing conversation about how they are identified.

But I鈥檓 also sensitive to the diversity of terms that are out there, and the fact that some parenting students prefer to be called student parents, or identify more strongly with other terms. Thus, when writing and speaking about this population, I鈥檝e decided that the best way to honor and respect student input, voice, and diverse self-identities is to use various terms interchangeably, including terms describing sub-populations of parenting students where it鈥檚 appropriate.

What matters most to me is not settling on a particular way to identify this group of people but ensuring that they have a voice in the ongoing conversation about how they are identified. In fact, I want to make sure they have a voice in all conversations that relate to decisions made about them (which is why hiring and supporting student parents as research fellows and expert contributors is a core aspect of our research initiative).

Finding the right terminology to talk about this demographic is a complicated process. Parenting students are a diverse bunch, and their experiences can vary widely depending on other identities they hold. The complexity of the language teaches us a lesson about the complexity of student parents as a whole: They are not a monolithic group. That鈥檚 important for us to remember as we work to understand their needs and find ways to support their success.

Autumn Green, Ph.D., is a research scientist at the 妻友社区 studying higher education access for parenting students. Dr. Green is nationally recognized for her scholarship on the lives of parenting students and has worked to create two-generation programs on college and university campuses.

When I woke up last month to the news that bell hooks had passed away, my eyes filled with tears for the passing of a person who I only met once in my life, but who has critically influenced so very much of it.

The first bell hooks book that I read was for an undergraduate sociology class. The book was Where We Stand: Class Matters, and as I read her analysis of how class inequality and classism permeate our social experiences, I knew that I had found my new favorite author. Being a low-income white young mom, I had noticed class a lot in my own life, and bell hooks offered me the words and understanding that I needed to be able to articulate these experiences.

Throughout grad school, bell hooks remained among my favorite authors. I "ate up" 鈥�,鈥� poured through Feminist Theory: From Margin to Center, and resonated as I read Black Looks: Race & Representation. I read Teaching to Transgress: Education as the Practice of Freedom as I was learning to teach as a graduate teaching assistant, and as a workshop leader in my community. Happy to be Nappy was among my kids' favorite bedtime stories. bell hooks helped me teach my working-class friends and family that Feminism is for Everybody, by acknowledging that class-privileged white feminism certainly hasn't been. There was even a participant in my dissertation whose pseudonym was chosen as a tribute to bell hooks.

Through bell hooks as my guide and gatekeeper, I dove head on into the works of other intersectional feminist queer authors exploring the complexities of intersectional oppression, truth seeking, and empowerment towards equity and justice. I filled my head with the writing of Audre Lorde, Gloria Anzald煤a, Simone de Beauvoir, Patricia Hill Collins, and Dorothy Roberts. I considered my early millennial intersectional feminist approach, through which I saw the classism and class oppression I experienced as a poor white young mama as better aligned with Black feminist critiques of liberal white feminism, and better resonated with the intersectional perspective that I was developing to understand my own identity and life experiences.

bell hooks鈥� words challenged me to become an even better teacher: to work with my students devotedly, to advocate for them, to guide them . . .

After finishing my doctorate and starting my first job, in which I was teaching classes for single mamas in college, bell hooks was again there to guide me. In Teaching Community: A Pedagogy of Hope, she told me the stories of her own early years as a professor in which she taught similar groups of young moms. She talked me through the dilemmas of justice-seeking pedagogy when teaching students for whom the world鈥攊ncluding the institution of college itself鈥攊s complexly and intersectionally unjust. bell hooks鈥� words challenged me to become an even better teacher: to work with my students devotedly, to advocate for them, to guide them, to help them put forth their very best work, and then to "make peace with the outcome."

She also reassured me that it is often very hard to be able to make peace with the outcome. She challenged me to remember that educational accommodation is not educational justice if it means giving students credit for something that they haven't actually learned. How could I as a justice-seeking educator ensure equitable learning outcomes for my students, while reimagining my pedagogy to better accommodate them as learners? What I learned from bell hooks about teaching low-income college student moms is what challenged me to redesign teaching and learning by tapping into two-generational pedagogy.

Like I said, I only met bell hooks once. She came to speak at Boston College, where I got my Ph.D., and gave a guest seminar for our department. I'm not a person who's easily star struck, but it felt like there were so many things I wanted to ask and say to her, that it was too hard to figure out where to begin. I didn't want to bombard her either, so I tried to bite my tongue, opening my ears and listening instead. I remember listening to her as if wisdom was pouring from her like a fountain, and I was mentally scrambling to catalog and store it. She made me feel safe and reassured and appreciated for being me and for adding my voice and perspective to the conversation, and she was kind.

Through her writing, and influence on me across two decades, I consider bell hooks to be among my formative feminist foremothers. I mourn her passing in love, appreciation, respect, and gratitude to a great teacher who changed the lives and perspectives of so many other people, many of whom never got the privilege of meeting her even once. The only reassurance in the face of such a monumental loss to the world is that her words are still out in it, and will continue to be soaked up by many future generations to come.

Autumn Green, Ph.D., is a research scientist at the 妻友社区 studying higher education access for parenting students. Dr. Green is nationally recognized for her scholarship on the lives of parenting students and has worked to create two-generation programs on college and university campuses.

Conversations centered around dating, relationships, and sex take place in classrooms, on social media, in households, and even in mainstream news outlets. Policymakers, educators, and parents alike realize the benefits of teaching adolescents about these topics instead of leaving teens to learn on their own via the internet, friends, and other less-than-ideal sources. However, one critical group with a wealth of experience and perspective is still largely left out of the conversation: fathers.

According to a 2020 study conducted by Dr. Jennifer Grossman here at WCW, 60% of heterosexual teens talk with their mothers about sex and 32% talk with their fathers. This statistic is a cause for concern: Fathers offer a nuanced perspective, play an important cultural role, and add an often-forgotten voice to this conversation. With this in mind, Dr. Grossman and her research team undertook a study exploring father-teen communication on dating, relationships, and sex with the intention of creating an intervention program for fathers across the U.S.

This summer, I had the opportunity to work with Dr. Grossman and her team as an undergraduate research intern. I took on multiple roles which built on my pre-existing psychology research skill set and exposed me to new tools, protocols, and knowledge. I spent the beginning of the summer quantitatively analyzing demographic data, but I particularly enjoyed the last two months of my internship, when I examined qualitative data.

Dr. Grossman鈥檚 team interviewed 43 fathers, 13 teens, and 22 mothers about father-teen communication about dating, relationships, and sex. I analyzed the father interviews and consolidated the data into overarching thematic categories based on what was discussed鈥攊ncluding protection methods, healthy and unhealthy relationships, dating and relationships, and cultural and religious views about sex. In doing so, I was astonished by some fathers' powerful personal anecdotes and progressive understanding of healthy and unhealthy relationships. I also noticed that few fathers had spoken with their parents about these topics when they were growing up.

More than 90% of the fathers interviewed said that their experience talking (or not talking) with their parents impacts how they speak with their teens now.

After months of analyzing interviews, I created an independent project examining whether and how fathers talked with their own parents about sexual topics and how those conversations impacted their conversations with their teens. Of the 43 fathers interviewed, only 30% had conversations with their own parents about dating, relationships, or sex, and nearly two-thirds of those wished they had talked more with their parents, gone into greater detail, or touched on more subjects. More than 90% of the fathers interviewed said that their experience talking (or not talking) with their parents impacts how they speak with their teens now.

A few fathers who did not talk with their own parents expressed fear of conversing with their teens, but many of these fathers expressed a desire to do things differently than their parents. A few fathers underscored how their lack of discourse negatively impacted their lives; one father noted, 鈥淚 wish my dad would have done this. He would have saved me this much, you know, pain.鈥�

Fathers also used their personal experiences with teen pregnancy, unhealthy relationships, dating, and their own perspectives when they were adolescents to connect, teach, and 鈥渂reak generational curses.鈥� 鈥嬧�婳ne father used his personal experience with a sexually transmitted infection to educate his teen about the consequences of unprotected sex. Although he thought this conversation was a bit uncomfortable, he wanted to warn his son so he would not experience the same outcome. These powerful personal anecdotes highlight the advantage of including fathers in these conversations.

This research project鈥攚ith a focus on prevention鈥攁ligns with many of my past intern and volunteer experiences. A few years ago, I volunteered with the , and I was the president of Sexual Assault Awareness for Everyone at 妻友社区 College. These experiences, coupled with my personal and academic background, offered me a unique approach to this project and will inform my post-graduation plans.

This independent project, research opportunity, and connection I鈥檝e made with Dr. Grossman allowed me to consolidate my past experiences into a cohesive narrative and vision. I hope to use this experience and the skills I鈥檝e gained to help me with my independent study on sexual health programming in college settings, my continued collaboration with Dr. Grossman, and graduate school a few years down the line. I am grateful for this research internship and the opportunity to emphasize fathers' central role in the multi-generational narrative around relationships and sex.

Jacqueline Brinkhaus is a student at pursuing a degree in Psychology. Her research interests include health and wellness education, ADHD in women, and interpersonal violence prevention. During the summer of 2021, she worked with Senior Research Scientist Jennifer Grossman, Ph.D., with funding from the Joan Freed Kahn '51 Service Program Service Opportunity Stipend through 妻友社区 College Career Education.

This post by Laura Golakeh, a 2015 summer intern at the 妻友社区, was , a Liberian newspaper. It is posted here with permission.

On March 11, 2021, the House of Representatives passed a bill seeking to 鈥渃reate a special education scheme to support deserving students attending public tertiary institutions across Liberia. The Bill is titled 鈥淎n Act to Create a Special Education Fund to Support and Sustain the Tuition Free Scheme for the University of Liberia, All Public Universities and Colleges鈥� Program and the Free WASSCE fess for Ninth and Twelfth Graders in Liberia, or the Weah Education Fund (WEF) for short. The bill when enacted into law, will make all public colleges and universities 鈥渢uition-free鈥�. The passage of this bill by the Lower House has been met by mixed reactions across the country: young, old, educated, not educated, stakeholders, parents, teachers among others, have all voiced their opinions about this bill. While some are celebrating this purported huge milestone in the education sector, others are still skeptical that this bill may only increase access but not address the structural challenges within the sector. I join forces with the latter, and in this article, I discuss the quality and access concept in our education sector and why quality is important than access. I recommend urgent action to improve quality for learners in K-12.

While this may sound like a broken record, an overview of our context is key in addressing the pertinent issues in my article. Liberia is still rebuilding its damaged education system after more than 14 years of crisis. Additionally, structural inequalities and the recent Ebola crisis in 2015, have contributed to challenges facing the education sector. While some gains have been made, Liberia is still behind many sub-Saharan countries in most education statistics. Poor learning outcomes, overage enrollment, unskilled and unqualified teachers, poor infrastructure are among some of the many challenges facing the sector. There are no national school quality standards and no proper monitoring mechanism at the county and district level. In 2013, all 25,000 candidates seeking admission at the University of Liberia, Liberia鈥檚 oldest degree granting institution failed the entrance exam. According to an official, the candidates lacked 鈥渆nthusiasm and a grasp of basic English鈥�. To put that into perspective, 25,000 individuals who went through K-12 lacked basic English skills needed to thrive in college. I put it that, quality is the issue, not access. A closer look at the following stats may help us understand this more clearly. It is no secret that Liberia has made progress in providing access to education, but has made limited progress in retaining learners. A World Bank report in 2016 showed that, of children who enroll in primary school in the country, 69 percent 鈥榮urvive鈥� to grade 6 and 59 percent 鈥榮urvive鈥� to grade 9. On the other hand, in the Education Quality and Access in Liberia (EQUAL) study, the mean score for Grade 3 oral reading fluency was 19.9 correct words per minute, compared to a mean score of 25 correct words per minute on the EGRAPlus assessment, and an average of 18.9 correct words per minute for Grade 3 students assessed by the Liberia Teacher Training Program (LTTP) II study. International benchmarks associated with literacy and comprehension are set at an oral reading fluency of between 45鈥�65 correct words per minute. Again, the issue is quality and not access. It is not enough for a learner to have a seat in the classroom, the emphasis for policymakers is to guarantee that learner has quality education while they are sitting in that seat. The emphasis is to fix our broken system and ensure adequate funding for our schools. The emphasis is to overhaul our K-12 system and ensure our learners are graduating with relevant skills to succeed in their personal and professional endeavors. As one of my mentors and former boss said in a recent post on social media, we 鈥渃annot fix the roof while the foundation is collapsing鈥�. This is a complete error in judgment. A careful review of the sector has brought me to the conclusion that focusing on quality in the system especially, K12 should be a key priority. Policymakers should also be cognizant of the following issues:

Teacher Quality and Societal Perception of Teachers: Goal 4 of the United Nations Sustainability Goals aims to 鈥渆nsure inclusive and equitable quality education and promote lifelong learning opportunities for all鈥�. Teachers therefore are needed to play a key role in achieving this goal by 2030. According to a World Bank report, about 62 percent of Liberian public school teachers are not qualified. Additionally, teachers especially public-school teachers are underpaid compared to other professions in the country. The 鈥渟alary of teachers in Liberia range between US$140 to US$500 per month depending on their level of education. The lowest paid teachers, certificate holders, earn between US$100-US$ 140 while B certificate holders鈥� pocket US$ 180-US$ 200鈥�. According to a study by the Center for Global Development conducted in 15 African countries, 鈥渢eachers are paid either a lower or comparable monthly salary to other wage workers with similar educational background in three-quarters of African countries鈥�. These issues make it difficult for the system to attract qualified teachers, hence the influx of unqualified teachers. According to an IREX report, research conducted to study perceptions of the teaching profession in Liberia showed that the profession is viewed by many as low compared to other professions in the country. It is true that a greater part of a teacher鈥檚 experience is based on how society views them and the profession in general. Countries like Singapore have the best education system because reverence for its teachers is well documented.

Bottomline, increase teacher鈥檚 compensation, provide professional development opportunities, ensure teachers are monitored and evaluated and engage in an advocacy and outreach campaign to change societal perceptions of the teaching profession. It is widely known that the social status of the teaching profession impacts recruitment and retention of effective teachers. Recent findings from the Global Teacher Index 2018 study suggests that there is a correlation between teacher status and student learning outcomes and that increasing teacher status can directly improve the pupil performance of a country鈥檚 students.

Reform Student Assessments: Education leaders need to promote a comprehensive and rigorous assessment systems that contribute to quality education. Student assessment reform is also a powerful stimulus for quality improvement in higher education and its reform goes well beyond the domain of assignments and examinations. Ensure classroom and large scale system level assessments are put in place to not only assess learning in the classroom but also continuous evaluation of the education system. Particular emphasis should be made to encourage teachers to design formative assessments that reflect students鈥� learning outcomes and that track individual students鈥� growth, rather than focusing on comparing students with one another. Teachers should be taught the necessary skills and expertise to carry out these assessments. A reform assessment module will serve to diagnose student learning issues, provide feedback to students on their learning, inform teaching, communicate with parents about their child鈥檚 learning, and meet school-level requirements on assessing student achievement. The goal is to graduate from traditional assessment to 21st century assessment.

Bottomline, ensure an enabling environment, system alignment and improve assessment quality.

21st Century/Competency Infused Curriculum: I wrote in a previous article, that a competency infused curriculum for education is essential for all learners in Liberia. Curriculum and quality works together. Our curriculum needs to be reformed to reflect our learners developing cognitive skills, practical skills, attitudes, emotions, values and ethics and motivation related to cooperation for learners. A quality education is one that prepares learners to be global citizens. The World Economic Forum defines global citizenship skills as those that focuses on building awareness about the wider world, sustainability and playing an active role in the global community.

Bottomline, a competency infused curriculum will lead to better learning outcomes for learners and better prepare them to thrive in the 21st century.

Gender Nudge: Gender awareness drives quality. In Liberia, as well as our education system, patriachal tendencies have led to a greater disadvantage for female and other vulnerable learners in classrooms. Poverty, disability, early marriage and pregnancy, gender-based violence, cultural ideals about the status and role of women in our society have helped build obstacles for female learners. Inorder for Liberia to ensure quality education for its citizenry, these gender related issues need to be addressed adequately.It is without any doubt that education policies and programs are bound to fail if gender is not mainstreamed in its designs and implementation.For example, a policy that wants to ensure that girls and women thrive in educational institutions should take into account that institutions do not work without interacting with and getting influenced by societal or cultural factors such as family, state, media and society. As a result, educational institutions are forced to perpetuate the stereotypes held against women in society. Such influences can stop women and girls from realizing their potential in academia as they are forced to encounter issues of discrimination, sexual harassment, dominancy of males among others.

Bottomline, mainstreaming gender in education policies and programs as a prerequisite for quality education.

Lastly, the Liberian Government needs to invest resources in the sector. Lawmakers should work with the Ministry of Education and other stakeholders to allocate more budget support for the sector. Liberia education spending for 2018 was 8.06% of its GDP, a 0.2% decline from 2017. Recently, civil society organizations in Liberia protested over an 8 percent decrease of the education budget from 570 million in 2018/2019 to 525 million in 2019/2020 national budget.

The education system is in serious need of a 鈥渇ix鈥� not a temporary political solution. I choose quality over access.

Laura Golakeh is a gender and education expert. She holds a Master of Arts degree in Gender and Peacebuilding and is currently a student at Harvard University pursuing a Master鈥檚 in International Education Policy. During the summer of 2015, Laura was an intern at the 妻友社区. 

Sage Carson was raped by a graduate student in her sophomore year of college. In an article for in 2018, she recounts the grave trauma she endured as a result. Unable to transfer schools and experiencing a steady decline in her GPA, Carson was on the verge of dropping out. Who played the biggest role in helping her graduate? Her Title IX coordinator, who connected her with free counseling, helped her get extensions on her school work and issued a no-contact order between her and her rapist.

The rights of students laid out by the Title IX Education Amendments Act of 1972 remain a contentious topic in American higher education, as and experience sexual assault during their college career. In 2017, Secretary of Education Betsy DeVos first announced her intention to overhaul the guidance on Title IX policies issued by President Barack Obama, which she described as "skewed against the accused." After reviewing the whopping 124,000 comments on the proposed Title IX guidelines posted in late 2018, and policies on May 6, 2020.

The content of the regulations themselves is controversial, but no matter how the rules have changed, the individuals responsible for ensuring compliance with Title IX 鈥� Title IX coordinators 鈥� still strive to do their challenging jobs. Title IX coordinators are responsible for implementing rules that prohibit gender-based discrimination and harassment, and they coordinate the investigation of all Title IX matters, including sexual assaults. Depending on the college or university, they may conduct the investigation themselves or rely on others within their institution or outside it.

Following a wave of student-led activism in the early 2010s and Title IX guidelines newly issued by the Office of Civil Rights in and , many campuses reviewed and modified their procedures for responding to complaints of sexual assault of college students. But to this day, Title IX coordinators work to end sexual assault on campus while grappling with the sometimes conflicting goals of institutional efficiency and legal compliance. It is argued by some that unnecessary bureaucratic procedures may interfere with the ability of Title IX coordinators to achieve justice that is both fair and prompt. Moreover, some Title IX coordinators are hampered by efforts to protect their college or university from negative publicity.

Recent indicate that two-thirds of Title IX coordinators have held their positions for less than three years 鈥� many for less than one year. The research I have worked on with Senior Research Scientist Linda Williams, Ph.D., at the 妻友社区 supports this assessment of the high turnover of Title IX coordinators and, more importantly, that many of them are not getting the support they need. Programs designed to prevent sexual assault have been significantly underfunded across the country, and we found in the course of our research that Title IX coordinators view support from institutional leadership as critical to their success. Such support includes resources, the visibility of the office, and an approach that legitimizes the importance of Title IX activities (reporting, investigation, and adjudication, as well as prevention) as part of an institutional commitment to respond to campus sexual assault.

For many, serving as a Title IX coordinator provides a great deal of satisfaction. They see the work of educating students about sexual assault as meaningful and essential. But implementation of Title IX requirements is a heavy burden, particularly if Title IX coordinators are not sufficiently supported by their institutions. Without that support, ending sexual assault on college campuses 鈥� in the midst of a pandemic, and with new regulations to follow 鈥� is an extremely difficult goal to achieve.

As institutions work to implement these new guidelines, equipping their Title IX coordinators with more resources is in the best interest of the safety of all campus communities. Now is the time when strong support by institutional leaders is critical to guarantee that no one is excluded from education because of sexual harassment or sexual assault, and that the ultimate goal of ending sexual assault on campus is achieved.

Dhanya Nageswaran is a member of the class of 2021 who is double majoring in Economics and Political Science. At the 妻友社区, she was awarded the Linda Coyne Lloyd Student Research Internship for the 2019-2020 academic year, which supported her work with Dr. Linda Williams on the investigation and adjudication of sexual assault on college campuses.

It is the spring of 2020, and my senior year at 妻友社区 College is not at all what I imagined it would be like. Before concerns about COVID-19 led their doors, I was student teaching at a nearby middle school and working as a research assistant in the Youth, Media & Wellbeing Research Lab at the 妻友社区. Since mid-March, I have been taking my classes online and working from home in California. Now more than ever, as schools are using social networking sites to reach their students at home, I can see a strong connection between what I learned in my teaching role and in my research role.

My work in the Youth, Media & Wellbeing Research Lab involves reading articles and learning about how schools integrate social technology in the classroom, and whether teachers are trained to do so. As I began this work last semester, I was starting my own journey of teaching in a classroom.

From the very beginning of my student teaching experience, I saw how my research played out at school. I saw students dancing to (sometimes subconsciously) as they were talking to their teacher 鈥� such a common occurrence that the teacher seemed unfazed by it. As I was learning in the lab, teachers were divided on their feelings towards the popular app. One day as I passed by the library, I noticed some teachers trying to make a TikTok video. They wanted to know more about the app and how to use it to engage students. Not all teachers felt that way 鈥� some seemed uninterested, and some were cautious of it. One teacher mentioned to me that she was worried about students putting their personal information online and uploading videos of themselves for anyone to see.

In a social studies class, students were beginning a unit on Brazil. If the semester had continued as normal, I planned to have this class video chat with a friend of mine who was studying abroad in Brazil at the time. I thought it would be a good way to get students excited about their studies and bring more social technologies into the classroom.

Since students are now at home, I am sure they are using a lot of social networking sites. The teachers I was working with are using Google Classroom, and just recently, I joined my mentor teacher鈥檚 office hours on Google Hangouts. Through this platform, students are able to socialize and talk about their homework online.

I have been thinking a lot about my own future teaching and how I would like to bring social technologies into my classroom. I hope to use what I have learned in the classroom and in the lab to find ways to engage my students with the things they are most excited about. It is very clear now that social technologies can connect students online and that we still have a lot to learn about the best ways to use them. I hope that as classes move to online formats, social technologies begin to be integrated into more classrooms, and more training is provided to teachers on how to use them effectively.

Emily Vargas is a member of the  class of 2020 who is double majoring in English and Education. She is also a research assistant in the Youth, Media & Wellbeing Research Lab at the 妻友社区.

A recent family conversation reminded me of my (long-ago!) elementary school experience of learning who my teacher would be in the coming school year. I remember the sense of anticipation 鈥� who will be my teacher?.

Now, decades later, I am a college professor, and with each new semester, I begin working with new groups of students. I have related anticipation (not as intense, for sure, but related) as I wonder about each new group of students. Will they be excited to learn? As we meet each week for class, will they arrive prepared and ready to discuss the topics of the day?

Who we learn from or teach with is important because we all learn through and in relationship. And I propose this is true not only in school (at any level), but also in the workplace, communities, and other settings. Relational Cultural Theory (RCT) helps us understand this more deeply.

Relational Cultural Theory

Many readers of this blog are familiar with Relational Cultural Theory (RCT), developed by Jean Baker Miller and her colleagues in the 妻友社区 area and later the Stone Center at 妻友社区 College, now part of the 妻友社区. For those new to the theory, RCT is a human development theory based on the idea that we grow in and through relationships. This challenges many predominant developmental theories which suggest that adults are at higher developmental stages when they are independent or don鈥檛 feel they need others. RCT is clear, we are at our best when we engage in growth-fostering relationships.

RCT and Education

While RCT was initially developed and used primarily in clinical settings (e.g. psychotherapy and social work), scholar-practitioners have also applied RCT in other domains including organizations, social justice, and education. For example, RCT is foundational in the WCW program , which provides social and emotional learning curriculum and professional development for elementary schools.

RCT and a broader relational approach can also help us become better and more resilient teachers (whether we are in formal educational roles or teach as leaders and supervisors). RCT helps us understand how relationships and even single interactions can be powerful conduits for teaching and learning. Additionally, an RCT lens helps us explore power, cultural context, boundaries, and mutuality in teaching.

Connection and Critical Feedback

For example, the concept of mattering helps us understand the teaching and learning relationship and gives us an important tool for assessment. An essential element of assessment (whether one is a teacher assessing student work or a supervisor conducting staff evaluations) 鈥� is being able to deliver critical feedback.

The concept of mattering helps us remain positive and focused on the other person鈥檚 growth and development as we prepare and provide critical feedback. Offering critical feedback can be frustrating (for example, when we believe we explained an assignment clearly and imagine the student wasn鈥檛 listening) and stressful (e.g. when the receiver is resistant or defensive). By reminding myself that students and their learning matter deeply to me before I engage, I鈥檝e been able to get myself in a good space for providing sometimes-difficult feedback on papers or in person. I believe that at least some of the time, someone receiving critical feedback will be more open if they sense that the teacher or supervisor is coming from a place of respect, care, and hope for improvement. In part, this is about the energy and affect we bring to the interaction. Additionally, a sense of mattering helps us frame the feedback with a sense of hope and belief in the recipient鈥檚 ability to learn and grow. So mattering helps us position ourselves for the interaction and frame the message.

Mattering is just one example of how a relational approach to teaching, supervision, and leadership can fuel teaching and learning in a variety of settings. The following questions help us continue to explore:

How have important relationships shaped your learning? How can a relational approach help us:

• navigate generational differences in the classroom and workplace?
• balance availability, authenticity, and boundaries in the age of social media and 24/7 access?
• be more resilient through the lows and highs of teaching and leading?

, Ph.D., is the author of and Lead Scholar for Education as Relational Practice with the Jean Baker Miller Training Institute, a legacy project of the 妻友社区. She is also a professor of psychology and counseling at Carlow University.

Yesterday on route to work my phone exploded with messages from friends and colleagues urging me to, "Turn on NPR right now,鈥� to hear their . I was a student parent myself, striving and struggling from GED to Ph.D. as a young low-income mother raising two daughters. In the years between then and now, I have continued to support the strides, struggles, and successes of student parents as a researcher, program developer, professor, and mentor working on the national stage to raise awareness of student parents, their prevalence, and the challenges they face in pursuing and completing higher education.

This week鈥檚 discusses student childcare as a challenge and concern that is faced nearly universally by student parents. The story explains that federal financial aid dollars can (theoretically at least) account for student childcare costs, increasing student aid awards to cover the costs of childcare. This is entirely true. In fact, I used this method to pay for my own childcare expenses throughout my undergraduate and graduate education. To do this, a student must file a Cost of Attendance appeal with their school鈥檚 financial aid office, often providing receipts or other verification of childcare and other eligible expenses.

By increasing the student鈥檚 Cost of Attendance calculation, the student is eligible for more financial aid, including federal aid, institutional and external scholarships, and private student loans. As the NPR story explains, this is a policy that is rarely advertised, even by institutions hosting some of the top student parent programs in the United States.

Yet, the NPR story misleads the listener with the representation that the lack of awareness of this policy, 鈥渓eaves federal dollars sitting on the table.鈥� This assumes that the lack of adequate funding for student parents is caused simply by the fact that they need access to more money. However, this oversimplifies a very complex issue.

Think of the Cost of Attendance calculation as the capacity of one鈥檚 purse or wallet. The bigger the wallet you have, the more money you can put in it; but getting a larger wallet does not mean that it comes filled with more money than you already had to begin with. Today, there is rarely money available to fill the student鈥檚 existing wallet, let alone a larger one.

Most student parents (who are disproportionately low-income and who generally have a ZERO dollar expected family contribution), have already maxed out their federal grant and loan dollars long before dependent care costs are taken into account. Often, the maximum federal student aid dollars available to a student aren鈥檛 enough to cover the basics like tuition, fees, and housing, let alone childcare.

Each federal student aid program is capped at a certain maximum dollar value per student and funding for these programs is limited, which is why unmet need is so prevalent. For the 2019-2020 school year, the only guarantee of federal financial aid funding available to student parents is through and capped at $15,695 for freshmen, $16,695 for sophomores, and $18,695 for upper-classman. With these funds student parents must pay for: tuition, fees, textbooks and supplies, technology, housing, utilities, food, transportation, and everything else. Regardless of how much their Cost of Attendance is increased to allow them to receive more funding, there are rarely any federal dollars remaining to be allocated to them.

To fill their larger wallets, students must then turn to scholarships or private student loans. Competition for external scholarships is fierce, and time-consuming applications may not seem worthwhile to student parents carefully allocating their time to work, family, and school commitments.

Private student loans are also difficult for student parents to pursue, as they generally hold income and credit requirements that the student cannot meet on their own. Without a credit-worthy cosigner willing to take on such a long-term debt (which most student parents do not have), many private loans are out of reach for these students.

Even if private loans were more attainable for student parents, it is not a viable systemic or policy solution. I know this as a scholar and expert in this area, and I know this first-hand as a student parent who borrowed private student loans to pay for her own childcare tuition. Those loans came at significant costs, both financial and in terms of post-college opportunities.

Private student loans have the highest interest rates and do not offer the income-based repayment and loan forgiveness options afforded by federal student loan programs. If we are concerned about the , the answer to addressing student childcare needs cannot involve finding new ways for student parents to take on more debt -- especially debt incurred through private student loans.

At the end of the day, student parents and their children cannot survive, strive, and thrive given the minimal amount of federal student aid dollars available in today鈥檚 context of skyrocketing costs of attendance.

Student parent programs at colleges and universities across the U.S. are taking the lead in addressing student parents鈥� needs using comprehensive and individualized approaches. Yet we still don鈥檛 know a lot about these programs, what they do, or how they work. In fact, we still don鈥檛 even know where they all are or how many colleges and universities have them. This is a clear sign that research on best practices for providing childcare and other supports to student families is sorely needed.

From 2014-2019 I led a research team that collected data on colleges that offer housing for students with children, finding that only 254 U.S. higher education institutions (9%) offer such an option. About 30 additional programs closed their family housing since we began the research project. Our data was turned into the Campus Family Housing Database available to prospective student parents and their advocates as well as researchers and policymakers.

My team is also working to expand this research in 2020 to better understand other types of programs and services, such as campus childcare and comprehensive student parent programs that support student parent success. We will collect this information and develop a comprehensive national database of student parent support services and programs while studying how these programs work and promoting best practices for student parent success.

I work with student parents every day, and I am certainly all about finding them every dollar and dime that can help them get through school. Even though Cost of Attendance appeals can theoretically be useful to cover student needs, I am sad to say there are no "federal dollars left on the table" to fill in the gaps.

Autumn Green, Ph.D., is a research scientist at the 妻友社区. In addition to studying the lives of student parents, she has worked to help create two-generation programs on college and university campuses to support student parents and their children.

Close to half a century has passed since I lived in In the early 1970s my husband, Jerry, and I had conducted research for our dissertations in there. Jerry鈥檚 work explored training pharmacists to provide birth control pills to women in countries where medical prescriptions were not required. My data collection focused on eight-, ten-, and 12-year-old students from different social strata. I was particularly interested in gender differences in their views of citizenship.

After completing our doctoral requirements back in Ann Arbor at the University of Michigan, our plan had been to live wherever I found a job. I wanted to work on issues related to women鈥檚 equality. But it was 1972. It was frowned upon for mothers with young children to work outside the home. I found nothing. My faculty advisors were of no help and uniform in their responses: 鈥淪usan, you have a child. Once you and Jerry are settled somewhere you can find a part-time position.鈥�

Jerry was offered his dream job working on family planning with the Population Council in their Bogota office. We returned to Colombia with two-year-old Amy.

Again I searched for work without success. Inspired by Robin Morgan鈥檚 1970 classic, , I started a consciousness-raising group. Eventually I accepted a two-year postdoctoral fellowship from John鈥檚 Hopkins School of Public Health for work in . The project focused on developing sex education materials for junior high-aged students. Discussions in the consciousness-raising group on sexuality and women鈥檚 roles had reinforced my sense that women needed to be in charge of our own bodies if we were ever to achieve equality. And sex education was key. All students deserved clear information about the physical and emotional aspects of puberty, sexual relationships, and family life.

But as much as I believed in my work and as much as I loved Colombia鈥攖he food, the people, the mountains, majestic and ever changing as clouds and sun played hide and seek鈥擨 realized Amy鈥檚 physical and developmental challenges required medical care and educational programs unavailable in Colombia. Amy and I left. I was unsure if I would ever return.

This past January I returned for the first time since leaving for the U.S. in 1974 with my daughter, Amy, but without her father. That 1974 journey eventually led me to 妻友社区 and the Center for Research on Women* a decade later.

Boarding the flight for Colombia in Boston last month, armed with the positive data that 94 percent of girls now complete lower secondary school, and 43 percent of women are in the paid labor force, I wasn鈥檛 sure what to expect. Perhaps I鈥檇 feel like a modern day Rip Van Winkle鈥攁nd in many ways I did. Some changes disappointed me鈥攖he pollution and urban sprawl in Bogota, the modernization of smaller cities that robbed them of some of their original charm鈥攂ut others, particularly those related to girls and women, were encouraging.

The small group I traveled with met the first morning for a tour of Bogota. The day started on a happy note for me. One of the bits of information our guide mentioned as we passed a large public school was that schools were now required to teach sex education to students starting in the early grades. Recalling the opposition our sex education project had encountered years before, I asked if the requirement was enforced or merely a regulation on the books. He smiled. 鈥淲ell, Senora, I can鈥檛 speak for the entire country, but certainly in the big cities and towns it is a regular part of the educational program. The law was passed in 1994.鈥�

Everywhere I turned there were new highways, parks, and museums. Among all the positive changes, the most impressive for me was Medellin, Colombia鈥檚 second largest city and the hub of the drug trade in the 1980s and early 1990s. had labeled Medellin the most dangerous city in the world in 1988. Fifteen years later, in 2013, The dubbed it the world鈥檚 most innovative city.

A spectacular completed in 2010 transports people from the very top of the mountains to the city center. Purposely built to travel through some of the poorer barrios, the system has transformed them from unsavory and dangerous to typical lower middle class neighborhoods. Riders who cannot afford a ticket are asked to bring plastic bags and bottles to recycle in lieu of the fare.

Our group hopped off the tram in the Santo Domingo barrio on our way down the mountain. As we stood at a small plaza taking photos of the city, five girls in their school uniforms walked up, giggling and staring. Our guide talked with them briefly. They wanted to know where we were from. When I replied in Spanish they giggled even harder. The guide asked about their school, their ages, and what they thought they might do when they finished their studies. Their answers were immediate and self-assured: 鈥淚鈥檓 going to be a doctor!鈥� 鈥淵es, she is, but I鈥檓 going to be a surgeon.鈥�

鈥淎re you all interested in medicine,鈥� we asked. 鈥淣o, I鈥檓 going to study psychology,鈥� another replied.

The next girl laughed. 鈥淲ell, I鈥檓 going to be a model!鈥� And pointing to the last girl, she added, 鈥淪he is still thinking, there are lots of things to do, you know!鈥�

After more small talk and much laughter, they left to walk home, but not before pointing out their public school鈥攁 large, new-looking building with a playground crowded with soccer games and cheering onlookers. I was near tears as I thought back to the conditions of many of the schools where I had interviewed students decades ago. Then, most girls, unlike the boys, had been shy and uncertain. These eleven- and 12-year-old girls sparkled with self-assurance. Their exuberance was contagious and inspiring.

I returned home more hopeful about the world than I鈥榲e felt in many months: Sex education in the schools, young women participating in far greater numbers in education and confident in their opportunities, a greater focus on women in the workforce. Struggles remain鈥攅.g., gender violence continues, the situation of Venezuelans seeking refuge in Colombia poses new challenges鈥攂ut persistence matters. Progress is often slow, but it does happen.

Susan McGee Bailey, Ph.D., directed the 妻友社区 from 1985 to 2011. She is currently completing a memoir, Are We There Yet: The Education of a Feminist. The book weaves 50 years of social change and feminist history with the collision of theory and practice she encountered as a single mother determined to shape a career fighting for equal rights while caring for her physically and developmentally challenged daughter.

* 妻友社区 College founded the Center for Research on Women in 1974 and the Stone Center for Developmental Services and Studies in 1981. The two centers came together in 1995 to form a single organization鈥攖he 妻友社区.

When Arizona high school senior Becca Longo on Wednesday  for Division II Adams State University Football, it was notable for a key reason: She was getting paid.

Of course, she is not literally getting paid. But she is getting a scholarship to play. There is growing history of female athletes playing football at the college level, but it鈥檚 not clear that any others have been recruited and given an athletic scholarship.

, who played for Colorado and then New Mexico, walked on. And while in 2014 was recruited from Jeffersonville High in Indiana to play defensive back at in Kentucky, they play in the NAIA, which does not award scholarships. (Three years later, however, she is still on the roster as an active member of the team.

Why do scholarship dollars matter?

Symbolically it鈥檚 a big deal. Not only for the obvious problem women have getting paid the same money for the same work as men (the wage gap now stands at 82 cents to the dollar men earn). But the scholarship also begins to challenge an historic bias about how males and females view and participate in sports. Culturally, there is an assumption that men play to win and women play for fun and fitness, notions reinforced through the origins and structures of sport opportunities.

It has taken decades for female athletes to be viewed as individuals every bit as driven and intense as their male counterparts. The scholarship helps make that case for one simple reason: When coaches recruit, they don鈥檛 waste money. They are picking talent and assembling the elements of their team with a goal of winning.

Credit Adams State coach, former Arizona Cardinals quarterback Timm Rosenbach.  He told media that he just picked a player he thought could compete. 鈥淚 see her as a football player who earned it,鈥� he said. 鈥淪he has a strong leg and can be very accurate.鈥� Last season Longo made 30 of 33 point-after kicks and a 30-yard field goal

When Hnida in 2003 became the first female to score an extra point in an NCAA Division I game (she actually scored two, against Texas State), it was seen as a stunning event. More than a dozen years later, Longo鈥檚 recruitment is more noteworthy than shocking.

We are 鈥� at long last 鈥� becoming acclimated to the talent and intensity of female athletes. It is not a freak occurrence to see women excel. It鈥檚 sinking in that high-level ability can be developed, trained and practiced. Why shouldn鈥檛 a 5鈥�11鈥� 140-pound athlete with a powerful leg and strong mental make-up kick field goals?

Just consider the arching bombs that female soccer players launch down a field toward a net. Aim over uprights and a boundary is breached.

Longo鈥檚 signing marks progress in the cultural understanding that women 鈥� as well as men 鈥� can be dazzling athletes worth real money. (NCAA women鈥檚 tournament basketball game UConn vs. Mississippi State, anyone?)>

Yet even as Longo鈥檚 name was hurriedly added to the Wikipedia 鈥渇emale American football players鈥� entry, one notes that the . The reasons for girls and women not to play football 鈥� aside from reasons no one should 鈥� reflect a stubborn gender bias about what is 鈥渁ppropriate鈥� and what is not, particularly when we are talking about kickers.

Journalist  is writer-in-residence at the and was a leader of The Women鈥檚 Sports Leadership Project. For seven years, she edited the FairGameNews blog, now preserved as an .

Photo courtesy of MELC

My father-in-law used to say that getting old is not for the faint of heart. It takes a dogged determination to persevere while keeping on top of new issues that arise. I think the pursuit of quality in out-of-school time is similar. That effort is long-term and takes group effort, not just individual commitment. Just as there are services and doctors to help the aging, there are processes and assistance for those committed to improving quality in out-of-school time (OST) e.g. afterschool or summer programs. The process we promote at the (NIOST) is 鈥溾�� (CQI) and our clinicians are 鈥淨uality Advisors鈥� or QAs. The QAs are councilors who offer resources, tips, feedback, and guidance. They can be working internally but more often they are occasional visitors from outside.

To best illustrate the concept of doctoring or coaching the CQI process I鈥檒l share a story from Veirdre Jackson, director of Professional Development Dimensions, at the (MELC) near Philadelphia. Several years ago MELC embarked on a quality improvement initiative in OST programs serving youth kindergarten through sixth grade in three counties. To support this work, MELC received funding for professional development and curricula and received state supported quality advising tied to quality improvement. MELC targeted improving Social Emotional Learning (SEL) skills as their overall goal and used the tool as their improvement gauge. The tool serves as both a baseline and a year-end measurement, but most importantly the scales are research-based best practices. The specific scales MELC looked at gave a rich picture of areas where staff should be supporting youth, building relationships, and guiding behavioral expectations. The results of the APT baselines gave a clear picture, for example, that routines were not working and wait time was excessive which led to disruptive behaviors and staff taking punitive measures in a cycle of frustration.

Photo courtesy of MELC.This scenario is not uncommon in OST (and among anyone with children). Jackson says her trainings that address youth behavior are routinely sold out. OST staff are often part-time and enter this field from a wide variety of career backgrounds that may not offer experience and training in child development that school-day teachers who work with children systematically gain. With an increase in challenging behaviors and a decrease in the presence of self-regulation skills by youth, staff quickly become mentally exhausted and get trapped in the cycle of reacting instead of responding to behaviors.

With the results of the APT, the CQI process began with visits from QAs. The QAs gave feedback on the physical environment and how to make routines such as transitions flow more quickly and orderly. Primarily the coaching addressed interactions between staff and youth and guided staff to de-escalate rather than escalate situations. Staff who asked, 鈥淲hen are you going to work with the youth?鈥� realized their emotional status and behavior were key to youths鈥� behavior. Staff shifted away from punitive tactics to understanding what鈥檚 happening in a situation and addressing that need. Additionally, curriculum was employed to provide staff with appropriate strategies, and individual youth received focused skill-building that was age appropriate. Staff realized that their own social emotional wellbeing helps them be their best and that in turn helps youth be their best.

This experience points to the structure behind CQI: setting goals, using data to drive an improvement plan, making program adjustments, and using resources that involve staff in carrying out the changes and being part of the solutions while keeping a focus on engaging and supporting youth. NIOST has been a leader in advancing quality work for more than three decades and provides all the elements needed to begin this work. Training is available including Quality Advisor, APT tool use (now online), and how to use data for program improvement. Resources for adopting a CQI process and engaging staff, parents, and schools are also available.

Last month, my colleague  wrote about the importance of professional development to attain quality in out-of-school time programs. It is gratifying to hear of the MELC work, to learn of professional development successes, and know that OST is making a significant contribution to improving the lives of children.If our Quality Advisors are our OST 鈥渄octors鈥� then we need to make sure that all OST programs have access to this important care.

, M.S. is the Director of Training at the (NIOST) at the , . (Video: , M.Ed., is director of NIOST; Photos: Courtesy of .)

The following article was posted May 4, 2015 on the , and is re-posted with permission by the author. She is pictured a pledge to be a Partner in Peace during the Mother's Day Walk for Peace in Boston, MA.

Because I am a priest and a psychiatrist I spend a lot of time discerning the meaning of things. The past two weeks have been filled with a lot of news stories about discord, violence and hate. A lot of this very bad news has to do with racism, divisions, greed, and power. I only have to bring up Ferguson, Baltimore or ISIS and you know the kinds of stories I am speaking of. These things bring me to two questions: How do we raise up our young people to be healthy in body, mind and spirit in a world that upholds such violence? How does our world contribute to the development of anxiety, depression, and traumatic stress in our young people?

Today one of my parishioners asked me, 鈥淲hat can we do to help our kids make it in this world?鈥�

It is an important and challenging question that I have had to try to answer either at the coffee hour after church service, in my consultation office when seeing a patient and their parents, or when investigating a new intervention that might help young people with depression or trauma.

Although these are all big questions, I have at least learned a few things over the years through my about what helps young people stay healthy (or what helps them heal if needed) in mind, body and spirit. Here are my top five learnings of what helps young people:

1. Having someone in their life that is absolutely crazy about them, loves them unconditionally and lets them know it.

2. Having a sense of community and true belonging.

3. Developing compassion for self and others.

4. Connecting to ones heritage and traditions while also embracing new ideas and diversity (Includes bi-culturalism, multiculturalism).

5. Developing a sense of a greater good and commitment to something bigger than oneself (spirituality, justice, connecting across differences).

I have found that these five core areas are very important for emotional health and development.

Here are some links of some examples of youth living into these principles and adults supporting them on the journey:

What are some of the ways we can engender these types of experiences and opportunities for growth and healing in the lives of our young people?

, M.D. is a psychiatrist triple board certified in general psychiatry, child and adolescent psychiatry, and addiction medicine. A research collaborator with scholars at the , she is the medical director for child and adolescent psychiatry services for the Boston Medical Center, faculty at Boston University Medical School, and an Episcopal Priest serving as pastor in a Latino congregation in the Episcopal Diocese of Massachusetts.

Did those female gym teachers back in the early 1900s actually have it right? No one wants to return to bloomers and half-court basketball, but the coalition of female physical educators who ran women鈥檚 sports and fought takeover by the NCAA (which took control of women鈥檚 college athletics in 1980) were onto something. Their message--that sport should be about self-development, social skills, and fair play--sounds pretty great right now.

They found competition unseemly (that's a problem), but their broad recognition of college sport as a life and community-building pursuit is worth a reprise given the mess that has become the NCAA-led college sports world.

Right now we鈥檙e in the midst of soul-searching about what college sports should look like. A spate of lawsuits ask about the 鈥渟tudent鈥� status of student-athletes and whether they should be paid. Last month, the five wealthiest conferences--Atlantic Coast, Big Ten, Big 12, Pacific-12, and Southeastern--began from many NCAA rules, gaining leeway to give more money to players. Where will this go? Will more universities develop athletes instead of scholars? (Some already do.) Will only marquis players get extra money? Will non-revenue-producing sports look expendable in a more commercialized environment?

The recently polled DI college leaders on their interest in exploring alternative models for competition and administration for some sports. Ambivalence won: 43 percent of respondents were interested; 37 percent weren鈥檛. There鈥檚 a lot to figure out--and little consensus on where to go.

The college sports debate, let鈥檚 be clear, is a male conversation. It is ruled by big-time sports--football and men鈥檚 basketball--and the economic disruption they have created in the academic system. This is about competition and money. No wonder Cardale Jones, the third-string quarterback who just led Ohio State to the inaugural National Championship, was confused when he arrived on campus. His : 鈥淲hy should we have to go to class if we came here to play FOOTBALL, we ain鈥檛 come to play SCHOOL, classes are POINTLESS.鈥�

If Cardale did not come to 鈥減lay SCHOOL,鈥� why should Ohio State--or any big time program--be other than a semi-pro team? While we鈥檙e here, what role should college football--with it's concussion and brain damage record--even have in higher education? The conflicts are moral, but dollars will rule.

The gym teachers saw athletics as integral to school; the problem today is precisely that they are not. High-powered programs with big revenues (most lose money, but a handful make a bundle) operate as independent commercial enterprises. The wealthy programs pay coaches what their peers in the NFL and the NBA earn. (Sometimes more!) Cardale Jones does have a point: He was brought to play football and bring money and success to the program. You can鈥檛 blame players for wanting to be paid. But is this the point of college sports?

As we celebrate , we typically cite participation statistics and recognize how far women have come. But we ought to value the ideological roots of women鈥檚 athletics, not as a shameful past of milk-and-cookies patsy play (though it was some of that), but for the wisdom of recognizing the hornet鈥檚 nest of unbridled high-stakes competition on what should be the virtues of athletics play in a college environment. The athletic field offers lessons in teamwork, leadership, persistence, skill-development, problem solving.

A study I did with colleagues Allison Tracy, Ph.D. and Sumru Erkut, Ph.D. showed that this message is getting lost. We gave 828 college recruiters a detailed survey to explore how they valued varsity sports experience in judging candidates for entry-level corporate jobs. They saw the obvious--college athletes excelled at teamwork, which they considered a key trait--but did not recognize skills such as time management and organization required to play college sports. Interestingly, they did not rate male or female athletes differently.

Anyone who has called herself an athlete recognizes the personal benefits of sport. Money has become a spoiler in the conversation (heck, --far from it). It鈥檚 time to see that the payoff of college sports can come without ESPN 鈥淕ame Day,鈥� academically questionable athletes, or coaches paid far more than the university president.

Find that value on women's teams, in locker rooms, and at games that garner little attention, but build durable skills. Sure it鈥檚 embarrassing to recall a beauty 鈥淨ueen of the Court鈥� crowned at halftime or college contests that mixed opposing players to limit competition and hard feelings. But maybe the men steering the future of college sports should consider the great goods that women and girls have been bringing to the games they play--for years.

Laura Pappano is the writer-in-residence at the at and an experienced journalist who writes about education and gender equity issues in sports.

When I was a girl, my grandmother Jannie had only two books in her house. One was the Bible, and the other was Carter G. Woodson鈥檚 . My grandmother was born in 1917 in a sleepy little town called Locust Grove, Georgia. Not far from there, her own grandmother, Phyllis, had been born into slavery and was about 12 when the Emancipation Proclamation set her free. Phyllis gave birth to Laura, my great-grandmother and namesake, and Laura, as the result of a quietly kept sexual assault during her time as a domestic worker in Locust Grove, gave birth to my grandmother, Jannie.

In the early 1930s, Locust Grove didn鈥檛 have a high school for Black students due to Jim Crow segregation, so my grandmother left Locust Grove with the proverbial 鈥渘ickel in her pocket鈥� to move in with her much older stepbrother and his wife in Atlanta. This allowed her to attend the famed , built in 1924 as the first high school for African American students in the state of Georgia. It was here that Carter G. Woodson鈥檚 groundbreaking 1922 text, The Negro in Our History, served as her high school history textbook. After graduating from high school, she kept it, and eventually, after her passing in 1987, it landed in my hands. It has served as one of my most treasured possessions ever since.

is the father of Black History Month, which began as Negro History Week in 1926. He was an erudite and meticulous scholar who obtained his B.Litt. from Berea College, his M.A. from the University of Chicago, and his doctorate from Harvard University at a time when the pursuit of higher education was extremely fraught for African Americans. Because he made it his mission to collect, compile, and distribute historical data about Black people in America, I like to call him 鈥渢he original #BlackLivesMatter guy.鈥� His self-declared dual mission was to make sure the African-Americans knew their history and to insure the place of Black history in mainstream U.S. history. This was long before Black history was considered relevant, even thinkable, by most white scholars and the white academy. In fact, he writes in the preface of The Negro in Our History that he penned the book for schoolteachers so that Black history could be taught in schools鈥攁nd this, just in time for the opening of Washington High School.

Carter G. Woodson鈥檚 starting premise was that African American history did not begin with slavery, but rather began in the free and self-organized cultures of the African continent before slavery was even a consideration. So, the first chapter of his copiously illustrated book is titled 鈥淭he Negro in Africa.鈥� His ending premise was that Black History was central to the pursuit of equality and dignity for people of African descent in America. Hence, his concluding chapter is 鈥淭he Negro and Social Justice.鈥� In between, he talks about the glorious, creative, and noble actions and contributions of a wide array of African American men and women. It enlivens my curiosity to imagine my grandmother Jannie as a young woman learning in school about her own history from Carter G. Woodson鈥檚 text, which, at that time was still relatively new, alongside anything else she might have been learning. It saddens me to reflect on the fact that my own post-desegregation high school education, AP History and all, offered no such in-depth overview of Black history, African American or African.

In 1915, Carter G. Woodson founded the , a professional organization for Black scholars. A year later, in 1916, he founded the Journal of Negro History, now known as the鈥攁 journal in which I, coincidentally, have published. This year, the organization he founded, now known as the (or ASALH), celebrates its 100th anniversary鈥攊n Atlanta, no less. The survival of this organization is a testament to the fact that scholars have played a huge role in the advancement of dignity and justice for people of African descent in the United States, and such Africana studies scholarship itself has often presented the evidence base for the work of social change.

After finishing high school, my grandmother Jannie, like many of her generation, worked as a domestic for many years. However, after spending time working in the home of a doctor, she was encouraged and went on to become a licensed practical nurse (LPN), which took two more years of night school. From that point until her death, she worked as a private nurse to aging wealthy Atlantans. This enabled her to make a good, albeit humble, livelihood for herself and her two daughters, along with my great grandmother Laura, who lived with her and served as her primary source of childcare, particularly after her brief marriage to my grandfather, an older man who she found to be overbearing, ended. With this livelihood, she was able to put both her daughters through Spelman College, the nation鈥檚 leading African American women鈥檚 college, then and now. It stands as a point of pride to our whole family that, although she was unable to attend due to family responsibilities, Jannie herself was also at one time admitted to .

When I was growing up, the message from my grandmother was unequivocal: Education, education, education. She singled me out early as the one on whom to be unrelenting with this message, and throughout her life, she went out of her way to contribute to my educational success鈥攅verything from the gift of a piano when I was in elementary school so that I would learn music to the gift of new clothes for college when I myself was admitted to Spelman College. Perhaps, most notably, she served as my source of childcare when I had my first child as a junior in college. Sadly, she didn鈥檛 live to see me attain my Ph.D., but, when she passed away, I was already pursuing my Masters degree, and, like her, I was also mother to a second child. Thus, when I inherited The Negro in Our History, it was more than a quaint artifact of an earlier era, and more than just a physical symbol of Black History Month. Rather, it was where Black history, women鈥檚 history, the pursuit of education, the pursuit of social justice, my own history, and my own destiny met.

Wherever I am in my life, when I need inspiration, sometimes I go to my shelf and pull out The Negro in Our History, and sometimes I go sit at my grandmother鈥檚 grave (where she is buried right next to her mother, my namesake, Laura, in Atlanta) and commune with her spirit, offering gratitude. These are not easy times we are living in, I tell her鈥攂ut neither were mine, she tells me. I made progress, and so will you. Keep going. And through the thread of our connectedness, the long march continues.

Layli Maparyan, Ph.D. is the Katherine Stone Kaufmann 鈥�67 Executive Director of the and a Professor of Africana Studies at . Her scholar-activist work interweaves threads from the social sciences and the critical disciplines, incorporating basic and applied platforms around a common theme of integrating identities and communities in peaceable, ecologically sound, and self-actualizing ways.

October is Month, part of a national campaign to encourage families to talk with teens about sex and relationships. In March 2013, I shared tips on how parents can talk with their teens about sex. Today, I鈥檓 going to pass on some reasons why talking with middle schoolers about sex is important and how this may support younger teens鈥� health.

Here鈥檚 what鈥檚 important to know:

Almost one-third of teens have sex by 9th grade. A recent nationwide study by the Centers for Disease Control and Prevention found that 28% of girls and 32% of boys reported having had sex by the 9th grade.

Early sex puts teens at risk for poor school and health outcomes. Teens who have sex at an early age are more likely to drop out of school, get a sexually transmitted infection, or have an unintended pregnancy than teens who wait until they are older to have sex.

Talking with teens about sex can make a difference. Parents talking with teens about sex and relationships can make it more likely that teens will wait to have sex and, when they do have sex, that they will use protection.

It鈥檚 important to talk with teens before they have sex. Research tells us that it is critical for teens to learn about sexual issues from a trusted adult before they have sex.

Here's what we learned from our evaluation of ,* a comprehensive middle school sex education program:

Sex education that supports parent-teen conversations about sex and relationships can help to delay sex. In schools where the Get Real sex education program was taught, 16% fewer boys and 15% fewer girls had sex compared to boys and girls in schools that taught . This means that sex education during middle school can support teens鈥� sexual health.

Don鈥檛 forget to talk with your sons about sex! Boys who completed Get Real family activities in the 6th grade鈥攚hich focused on a wide range of issues, from anatomy to relationship values鈥攚ere more likely to delay sex in 8th grade than boys who didn鈥檛 complete them. Many parents talk with their daughters about sex earlier and more often than their sons. Talking with sons early and often can help to support their sexual health, too.

Communication is key! Let鈥檚 Talk!

Jennifer Grossman, Ph.D. is a research scientist at the at . She co-directed an evaluation of a middle school sex education curriculum and leads a project investigating sex communication in the nuclear family and beyond and the implications for health interventions.

* Comprehensive Sex Education That Works is a middle school program, developed by the , that delivers accurate, age-appropriate information and emphasizes healthy relationship skills and family involvement.

Let鈥檚 Celebrate U.N. International Day of the Girl by Supporting the Malala Yousafzais of Our World

This article was originally posted on October 11, 2012 on the Women Change Worlds blog. Today, , was named a recipient of the . She has also been awarded the National Youth Peace Prize, the Sakharov Prize, and the Simone de Beauvoir Prize.

I鈥檒l bet that when the Taliban decided to fire their guns at 14-year old , it didn鈥檛 occur to them that they might be making her the cause celebre of the , which is October 11^th. Although the Taliban might argue otherwise, Malala is everything a girl should be 鈥� intelligent, inquisitive, bold, brave, and a concerned, aware world citizen. She embodies and dares to live up to that oft-repeated maxim, 鈥淚njustice anywhere is a threat to justice everywhere.鈥�

What does it say about us when the global war on women 鈥� the ages-old attempt to keep women down through violence, silencing, discrimination, and worse 鈥� stoops down to attack young girls who haven鈥檛 even yet reached womanhood? I say 鈥渦s,鈥� because, on some level, we are all accountable for the collective consciousness that excuses violence against women in its many shapeshifting forms. No country, no population, is immune. Whenever something like this happens 鈥� something terrible and obvious, like the attack on Malala Yousafzai 鈥� all of us should stop in our tracks and ask ourselves, what am I doing that keeps the tacit acceptance of violence against women 鈥� and now girls 鈥� alive in the world鈥�and how can I change that??

Malala Yousaufzai has been fighting for girls鈥� education in Pakistan.  Girls all over the world deserve education, and even though some , there is no excuse in this day and age for girls to be kept from schooling. None. The U.N. has made girls education a tenet (in Targets 2 and 3, to be specific) of its 鈥� and in case you were wondering, we only have three more years, until 2015, before we are expected to achieve them. Malala Yousafzai is in a position to challenge the rest of us as women鈥檚 activist Audre Lorde famously did when she wrote, 鈥淚鈥檓 doing my work 鈥� are you doing yours??鈥�

What are we doing to help Malala Yousafzai鈥檚 dream 鈥� and MDGs 2 and 3 鈥� to become a reality? Not only in Pakistan, but everywhere, all over the world, including the United States, many girls still languish, along with their male peers, in indecently and where staggering rates of and negatively impact social-emotional development and learning. The issue of a right to education doesn鈥檛 just apply to developing nations 鈥� it applies, too, in the developed world where different subpopulations often have differential access to a good education. We must look outward and inward as we reflect on these questions.

Girl activists like Malala are becoming more common and more visible in their efforts to create that 鈥渁nother world鈥� that鈥檚 so famously 鈥減ossible鈥� 鈥� a world in which they would like to live, a world that will not only welcome their talents, their full participation, and their leadership, but also a world that will keep them safe and healthy, upholding their dignity and equality. In the United States, for example, I think of girls like who, at age 10, founded Youth in Action USA (she鈥檚 now 14, like Malala) to fight violence in her community and communities nationwide. Her organization, which now boasts chapters in seven U.S. states, encourages children to get involved in change through volunteerism, peace rallies, and community advocacy trainings. I also think of girls like who, also at age 14, authored The Power of Half as a way to generate social-change
capital. It was witnessing homelessness in her city that inspired her to figure out how she and her family could make a real difference, and her 鈥減ower of half鈥� principle has since become a movement.

Malala, Mary Pat, Hannah, and so many more鈥� These are girls who can鈥檛 wait 鈥� who are taking the bull of the global conditions they care about by the horns 鈥� perhaps because they don鈥檛 trust us to do it for them, or perhaps because they are simply aware of their own power and genius. Whatever the case may be, we must support them and help them build the brave new world that they would like to grow up in, because the world they envision is not just a world that will be good for them, it鈥檚 a world that will be better for everyone.

The U.N. International Day of the Girl is our opportunity not only to celebrate girls, but also to listen to them, lift them up, and ask them what they need from us to do more of the good that they are doing. I could have spent this column railing against the Taliban and the outrage of their violent attack, but how much better to highlight the work of Malala Yousafzai and girls like her. Let鈥檚 celebrate the International Day of the Girl by joining them and supporting them in their audacious, courageous work to change the world!

Layli Maparyan, Ph.D., is the Executive Director of the at .

, a friend of the 妻友社区, journalist, author of 鈥淒o It Anyway: The New Generation of Activists,鈥� and one of the founding directors of the , is a regular contributor to the New York Times online . In her July 24th article, she writes, "...what working mothers really need are systematic ways to find and afford safe, local care options for their kids. While many parents scramble to find care in the summer months, especially for older children out of school, it鈥檚 a year-round challenge for families with kids younger than preschool age."

Two Open Circle trainers from the Program, , MSW, and Sallie Dunning, Ed.M., traveled to Uganda in May 2014 to train teachers, youth, and parents from six rural primary schools and communities through the . The goal of the training was to improve the relationships between the students, teachers, and parents, and to improve academic performance.

After the training, the teachers noted in their evaluation forms that this is the first training on social and emotional learning they had ever attended.

Dirga and Dunning reflect on their experiences with Open Circle training in Uganda:

Jen Dirga

Our trainings in Amor Village were amazing. It was hard to imagine ways to transfer the practices and concepts of Open Circle to Eastern Uganda. Yet, the experience highlighted the transformative power of positive relationships. Throughout our trainings there was an openness to mutually learn from each other. This is a community impacted with overcrowded schools (200 students to 1 teacher with very few resources), extreme poverty, and pervasive illness 鈥� and they welcomed opportunities to transfer Open Circle concepts and practices to support their children.

Sallie Dunning and I went to Amor Village with a training design based on the goals identified by Beatrice Achieng Nas, BSC, a visiting scholar at the 妻友社区 (WCW) in the Fall of 2013. Beatrice set the stage for our learning through her community work that effectively supports education and social change within her village.

Our training focused on practices that both promote and support positive relationships. We also highlighted specific interpersonal and life skills.

I think Sallie and I both learned how universally transferable so many of these skills are and the impact that they can have in supporting an entire community.

Sallie Dunning

Living in this small rural community in Eastern Uganda for two weeks was a life-changing experience for me. Riddled with disease (75% of the population is HIV positive), and poverty, the people had an astounding capacity for joy and generosity. (Two families gave me a precious chicken as a sign of gratitude for just being there.) Though isolated from 鈥渃ivilization鈥� (having no electricity, mail, or running water), and used to their own ways, they were surprisingly open to our ideas about cultivating positive relationships, speaking up for girls鈥� education, and solving problems. Teachers, who have class sizes between 100-200 students with no pencils, paper, books, or materials, enjoyed trying out new teaching practices that might empower their students. Parents became convinced that they were their children鈥檚 most important teacher (a new concept for them), and vowed to try to be better models. All of this was possible because of the innovating grass roots work done by Beatrice Achieng Nas, a leader of that village who did work here at WCW last year.

is a leading provider of evidence-based curriculum and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5 in the United States.

Since its inception in 1987, Open Circle has reached over two million children and trained more than 13,000 educators. Open Circle is currently used in over 300 schools in more than 100 urban, suburban and rural communities across the United States. Open Circle is a program of the 妻友社区 at 妻友社区 College.

More than two weeks have gone by since were abducted from a high school in Nigeria,* and there has been relatively little attention to their plight from the international community and news media. These are young women who had returned to the school (which had previously been closed due to regional violence) to study for an important physics exam, the results of which could help them gain entry to a university and later into careers such as medicine and education.

, like many other colleges and universities in this country, has recently opened its doors to visits from prospective students--women from a wide range of backgrounds. As we share their anticipation and hopes, we might also take a moment to consider how in 鈥渙ne fell swoop鈥� a group of terrorists, , violently intercepted the hopes of these young women who are of similar age. The other day, walking on our campus, I saw a group of local high school seniors in formal attire having their pictures taken by our beautiful lake, and I was touched by their pre-graduation excitement and, at the time, overwhelmed as I imagined the despair those young Nigerian women, aged 16-18, must be experiencing in the clutches of a depraved enemy.

妻友社区 is one of the --colleges with a historic commitment to the education and rights of women. If 鈥淪isterhood鈥� means something, then please lend your voices now; let the world know that this is unacceptable. Two years ago Malala Yousafzai was shot in the head and almost killed as a member of the Taliban opened fire on her school bus. Once again, young women risk annihilation in their effort to become educated. We are in a position to assert our voices on behalf of these 鈥渟isters.鈥�

What you can do:

• Use --hash tag #BringBackOurGirls posts and in an effort to increase awareness.
• Organize/ Attend Peaceful Community Marches.
• Petition.
• Raise public awareness and show support for these women in a peaceful, law-abiding and effective way.

, Ph.D. is a Senior Lecturer in the English Department, 妻友社区 College.

* The actual number of abducted students has been difficult to confirm.

A few weeks ago we recognized --dedicated to re-emphasizing the importance of middle school programming and the unique developmental needs of adolescents. The (NIOST) has worked with many concerned educators and policy makers over the years to ensure that middle school children have quality opportunities.

, CEO and founder of , has been one of the most dynamic partners in his work. Recently, he announced plans to step down from his role as the organization that serves low-income, at-risk middle school students approaches its twentieth anniversary. Back in the mid 1990s, specialized afterschool programs for middle school youth were virtually unknown. But Eric had a vision that paved the way for a not only a new area of programming, but a body of knowledge and research that stressed the importance of giving low-income middle school students the skills and access to learning experiences most middle class students and their families took for granted.

Eric and I met at NIOST in 1994, shortly before he launched Citizen Schools with his partner Ned Rimer. I remember clearly our conversation about the special needs of middle school students, often overlooked by leaders in the field who were mostly focused on elementary-level children. At the time, we looked to the leadership of The Center for Early Adolescence at the University of North Carolina at Chapel Hill, one of the few research organizations that focused on young adolescents. Their guidance on the needs specific to this age group helped to shape the early work of those of us who recognized this gap in the developing field of afterschool. They included*:

• Physical Activity
  Competence and Achievement
  Self-Definition
  Creative Expression
  Positive Social Interactions with Peers and Adults
  Structure and Clear Limits
  Meaningful Participation

In 2014, an industry of programs and services exist that focus on middle school youth during their out-of-school time and expanded learning day. , has expanded its repertoire of scholarship, research-based tools and training to include middle school- (and high school-) level programs and continues to focus its work on the changing needs and concerns of youth ages, 5-18 years. In part we can thank visionaries like Eric Schwarz for his leadership and advocacy. Eric, best of luck in your future endeavors!

Ellen Gannett, M.Ed. is director of the at the 妻友社区, .

*Planning Programs for Young Adolescents, Center for Early Adolescence, University of North Carolina at Chapel Hill, 1987

We need more girls and women to consider careers in STEM--science, technology, engineering, and math--particularly computer science. Computers are everywhere and are part of our lives in so many ways--phones, cars, home, workplace. Women who can master technology may find more career opportunities and new ways to make a difference in their communities and the world.

Further,STEM careers offer financial rewards and some flexibility. According to Department of Education , women in STEM jobs earn 33 percent more than those in non-STEM occupations and experience a smaller wage gap relative to men. Yet, a 2011 report 鈥淲omen in STEM: A Gender Gap to Innovation鈥� confirms that women pursue STEM jobs and STEM degrees . I am hopeful that more women will enter STEM fields, or at least include computer science as part of their education.

Technology today is significantly different than in the past. Today it鈥檚 an art of adapting and knitting pieces together, evaluating possible strategies, and understanding requirements and limitations of functionality and outcomes. U.S. Secretary of Education described learning to code as 鈥渃reative and empowering鈥�; this past winter he encouraged students, teachers, and parents to participate in the campaign as a preparation for the critical thinking and problem solving needed for academic and career success. The , with sponsors such as Cognizant, Intel, and Pixar, encourages kids to combine creativity with science, technology, engineering, art, and math. I believe that the emphasis on creativity is why the Maker Movement reports a .

In my hometown, I see evidence that women are emerging as confident, enthusiastic leaders of technology. Recently, I was at a public meeting for a community group planning the inaugural slated for next month. The feedback from local women programmers who had an idea for using Raspberry Pis in a computer science demo resulted in the room buzzing with energy and excitement.

We need to reach a critical mass of women in technology and we need to keep young girls engaged throughout their academic trajectories. Similar to the finding that three or more women are needed to make an impact on a corporate board, we need better female representation to change the culture of computing. Entering technology today is an opportunity for adolescent girls and young women to make large strides toward equality, to decrease the gender gap in pay, and to attain leadership positions where they can inform workplace policies and bring women鈥檚 perspectives into our technology-driven society. By utilizing and sharing these skills, women can help drive social change for the field, for the world.

So, here's my call-to-action women of the world: Be innovators, become comfortable with technology. Learn something new and share your knowledge; become a wizard using applications on your phone or tablet. If you have children in your life, learn with them so they may associate technology learning from and with women as well as men. Be a leader!

Sue Sours, B.S. is the Information & Technology Systems Manager at the 妻友社区 at 妻友社区 College. She earned her degree in Applied Mathematics/Computer Science from Carnegie Mellon University.

Social Justice Dialogue: Leadership for Social Change

Too often, discussions about leadership confuse leadership with authority or management, and ignore the unique imperatives public leaders face. This trend is especially troubling in a socio-political context that characterizes 鈥渢he public鈥� as dependent and inefficient, and redistributes financial and political power from everyday people to a select few corporate actors. But faculty and other scholars on campus are holding a different conversation, reframing leadership as democratic practice and a call to empower social actors from all walks of life. Over the past year, roughly 25 professors and researchers from across the college have come together to forge the , a working group with three distinct principles.

First, we are dedicated to public facing scholarship and teaching. We are committed to dialogue about the civic and democratic practices needed to address public problems and help individuals be agents of social change. This requires thinking about how our research and teaching can reach and impact audiences beyond the campus and our own professional networks. As we teach and write about global citizenship, democratic practice, collective action, and civic engagement, we realize that the true value of the work is realized only when everyday actors take it and make it their own. This means thinking intentionally about constituencies for our work outside of academia, and finding ways to make our work accessible to practitioners.

Second, the PPLA explores ways to do teaching and research that is driven by our values. We focus on the kinds of leadership and collective capacity we need to meet the common challenges our society face in a just way. We insist upon rigor and methodological soundness in our work, but we cannot separate moral and ethical considerations from our research and writing. Many scholars believe that our values suffuse our classrooms, laboratories, articles, and books whether we recognize and foreground them or not. The Project on Public Leadership seeks ways to affirm and support explicitly values-driven work.

Finally, the working group is committed to creating a community where scholars and practitioners cross borders and break down traditional silos of research, teaching, and practice. PPLA gatherings boast professors from the social sciences, humanities, and natural sciences, and we benefit greatly from the wisdom and experiences of colleagues we might never interact with under ordinary circumstances. Further, we recognize that knowledge production is not the exclusive domain of those in the academy. Practitioners working at non-profits, advocacy groups, neighborhood associations, and other organizations have much to teach us, and when we fail to communicate and collaborate, we fail each other.

During our the PPLA is holding a series of seminars dedicated to each principle, and inviting guests with experience bridging the gap between the academy and the broader public to help us think through working models for 妻友社区. For more information on current programming and plans for the future, please at our next event!

, Knafel Assistant Professor of Social Sciences, (@M_P_Jeffries) and , Associate Professor of Political Science, (@hahriehan), are spearheading the Project on Public Leadership and Action with colleagues at .

Last year, when , he noted that an estimated one in ten teens will be hurt intentionally by someone they are dating and 鈥渨hile this type of abuse cuts across lines of age and gender, young women are disproportionately affected by both dating violence and sexual assault.鈥� His Administration has committed many resources to addressing the problem. The, reauthorized in 2013 by the U.S. Congress, funds enforcement of gender-based violence laws, provides victim services, and created new federal crimes involving interstate violence against women. The campaign launched by aims to reduce sexual violence against those who experience the assaults at the highest rates--young women ages 16-24. And recently, from the White House Council on Women and Girls and the Office of the Vice President analyzed rape and sexual assault data, including the staggering number of sexual assaults on campuses, and issued a renewed call to action. Teen dating violence between adolescents who are 鈥渄ating,鈥� 鈥済oing together,鈥� 鈥渉anging out,鈥� or however the adolescents label it, is 鈥攆rom public health, education, and legal perspectives鈥攚ith injuries, poorer mental/physical health, more 鈥榟igh-risk鈥�/deviant behavior, and increased school avoidance being experienced and reported.

One concern I have is that federal policies, as evidenced by Congressional funding priorities, may not consistently address systemic issues that contribute to teen dating violence. For example, the federal government has invested generously in 鈥渉ealthy relationship鈥� programs and initiatives that promote marriage as a cure-all for poor women and girls but have no requirement for evaluation, while also funding research that takes a gender-neutral approach to examining the problem.1 Data shows that males and females do not engage in mutual, reciprocal, and equivalent violence鈥攕o why wouldn鈥檛 there be a need to examine the gendered components of any intimate partner violence?

My research for over 30 years has focused on . In fact, sexual harassment may also serve as a precursor to teen dating violence. Schools鈥攚here most young people meet, hang out, and develop patterns of social interactions鈥攎ay be training grounds for domestic violence because behaviors conducted in public may provide license to proceed in private.

Since 2005, my more recent research with , of NORC, funded by the National Institute of Justice of the U.S. Department of Justice, has been in urban middle schools, with the youngest sample of 6th and 7th graders ever studied in a scientific, randomly controlled research project on teen dating violence. Our interventions, both school-wide and in the classroom, emphasize articulating and claiming one鈥檚 boundaries and personal space; never do we discuss 鈥渉ealthy relationships鈥濃�攁 perspective that I find subjective and judgmental yet seems to operate as the default approach to preventing teen dating violence. Happily, our data shows that our interventions are effective and we are currently expanding them to 8th graders and testing for longitudinal effects.

This year, as we and offer scientific approaches to prevention, we must continue to invest in evidence-based and evaluated programs with rigorous research that inform truly effective public policies.

Nan Stein, Ed.D. is a Senior Research Scientist at the at where she directs several national research projects on sexual harassment, and gender violence. Shifting Boundaries, her research project with Bruce Taylor, is an ongoing, multi-level study funded by the National Institute of Justice to evaluate the effectiveness of grade-differentiated dating violence and sexual harassment prevention curricula.

1.). January 23, 2013. U.S. Department of Health and Human Services, , an Office of the Administration for Children and Families. Retrieved February 3, 2014, from

Policies, procedures, and protocols for bullying prevention and intervention are now a requirement for most schools across the country. Yet policies that are developed and implemented in isolation are insufficient to address the challenges of bullying behavior. It is also critical to create a school culture and climate of communication, collaboration, and trust where children and adults feel safe and supported to speak up about bullying.

is a key element to preventing and addressing bullying in schools. found that bullying prevention programs that use a whole-school approach to foster a safe and caring school climate 鈥� by training all adults to model and reinforce positive behavior and anti-bullying messages 鈥� were generally found to be effective.

The , an evidence-based social and emotional learning program, focuses on both proactively developing children鈥檚 social and emotional skills (like calming down, speaking up, and problem solving) and building a school community where children and adults feel safe, cared for and engaged in learning. We encourage a unique whole-school approach that includes training all adults in the school community 鈥� teachers, administrators, counselors, support staff, and families 鈥� to learn, model, and reinforce pro-social skills throughout the school day and at home.

Students are always watching. They are watching adults at their best and they are particularly watching adults when they are in conflict. While emphasis and expectations of behavior is often placed on the students, adults in schools should remember to take a step back and look at themselves, their relationships, and the behaviors students see them model. It鈥檚 imperative that adult communities in schools reflect the same expectations of behavior that we have for students. Otherwise a climate may develop where students and adults may not feel safe to identify, report, and effectively address bullying behavior.

When a consistent culture and climate is created both on the student and the adult level, bullying prevention efforts will be strengthened along with creating the best possible environment for learning.

, B.A., and , M.B.A. are Co-directors of , a leading provider of evidence-based curriculum and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5. Open Circle, a program of the 妻友社区 at , is at the end of its 25th anniversary year.

I was asked to write this post about and I must admit that I had never even heard of it.

But as I considered "tolerance," I thought of its role in my life. Being a middle aged queer mom, I came of age in the 70s and 80s not expecting tolerance from anyone--expecting to hide my sexual orientation in all but the private parts of my life and to navigate the world carefully in that way.

When I had come out to my mother at 17, she said, 鈥淵ou don鈥檛 have to tell anyone鈥� and never tell your father.鈥� I would say at that point that level of tolerance was the "gold standard" of what I was hoping for in my life journey

So when my second fourth-grade daughter came home from school one day all a-flutter, exclaiming, 鈥淚鈥檓 going to take those movies to school tomorrow!鈥�--referring to and Both My Moms Names are Judy--I cautioned her. I said, 鈥淚 don鈥檛 think that鈥檚 a good idea. I think that might not be what you want to do. It might not go well.鈥�

She was adamant and then she told me why. A boy in her class had called her and her reading partner lesbians because my daughter had her arm around the younger girl鈥檚 shoulder as she was guiding her reading.

鈥淲e told him we aren鈥檛 but he said it again--in a mean way.鈥�

My daughter was confident that it wouldn鈥檛 be necessary for me to call her teacher; she would just bring in the movies. She did. Her teacher did choose to show the 10-minute film and she stopped it along the way for discussion. As the conversation unfolded, the boy said that he had heard that gay people abuse children, so he was sure that they were bad. Others in the class, including my daughter, spoke about family members and people they knew who were gay. As the time unfolded the boy understood that what he had been previously taught did not match the people about whom he was now learning.

All day I wondered how the class had responded to the film. I was worried, but the description of the discussion surpassed my expectations. I called the teacher to thank her. She said that they had been working on stereotypes and biases for several weeks but it wasn鈥檛 until kids who were classmates talked about their own experience that opinions and attitudes shifted. This was before standardized testing and she was a brilliant teacher who made time for this important discussion. I know there are many brilliant teachers who could create spaces for tolerance in their classrooms if given some tools and language to guide them.

At the 妻友社区 over the last 25 years, two tried-and-true programs create space for tolerance in schools: for students and school communities and the for teachers and community adults.

Though the reality for young LGBT people has changed much in the last 25 years, 鈥渢olerance鈥� like I experienced as a teen is viewed as sub-par in today鈥檚 world of activists. I would argue, however, that the challenge of creating spaces for tolerance is as great as it has ever been. In educational settings there are so few spaces and places that are devoid of competition and assessment; spaces and places where tolerance can thrive without an overlay of hierarchy and judgment even for a limited time.

I want to give a shout out to all the skilled teachers who are intentional in making space for tolerance. Through this commitment they are cultivating affirmation, respect, connection and cooperation and making room for these to grow in their classrooms and school communities.

Emmy Howe, M.Ed., Co-director of the on Inclusive Curriculum, is an original writer and founder of the

Social Justice Dialogue: Eradicating Poverty

When people have limited choices, have no secure directions to follow, and are held back by insurmountable barriers, they are bound to remain in a situation of stagnancy, including . Poverty is experienced physically and spiritually. It is too often the plight of the girl鈥攇enerations of whom have lived with little food, no clean water in poor housing, the target of domestic violence and rape, forced into early marriage for the bride price, with little (if any) schooling, no sex education, and no basic supplies for daily care and health. Their dreams are limited by not knowing their potential--they have very few resources, mentors nor models to help them.

A typical day of a rural girl who does attend school starts with fetching water and going to the garden to work before walking miles to school. Most children will go hungry at school; there may be no chairs or even books. They walk home in the evening, after gathering wood and picking greens that they will cook over a fire for the family dinner. There is no light to study by, no beds on which to sleep. Older girls cannot afford sanitary supplies and they use rags and leaves instead, often skipping school when they menstruate. In rural Uganda, secondary and higher education for girls is impossible without outside assistance. There are numerous financial demands for families鈥攆ood, soap, kerosene, clothing, and medication鈥攅ducation is not considered essential. Because of this, many adolescent girls are often married off as their parents cannot afford educating them beyond the free primary education in public schools. There is much illiteracy throughout the communities and the cycle of poverty continues generation after generation.

I was fortunate, however, that my parents were not desperate for the bride price when I was a growing up. I could have been sold for a cow or a goat. Instead, at age 14, when I was feeling hopeless and working as a barmaid, a wonderful family in Kentucky (who knew one of my cousins from when they had done missionary work years earlier) enabled my return to school by paying my school fees for five years. I went on to earn my college degree before working with organizations that were striving to improve the lives of poor families in Africa.

I then turned my attention to Africa鈥檚 rural girl. I founded the because I wanted to directly involve, empower, and benefit rural communities in Eastern Uganda through education, mentorship, trainings, and advocacy. I wanted to develop partnerships for social, cultural, and economic development. I knew that secondary, tertiary, and vocational education could break the unending cycle of poverty. Girls who are educated can become role models for their siblings and communities. They can learn new ways of growing crops. They can understand how to keep their families healthy. They may develop new skills to bring income to their families.

Working with from around the world, the Foundation helps rural girls in Africa and others in their communities, to break out of poverty. We are supporting girls鈥� education by connecting them with sponsors and mentors from across the globe. We facilitate a letter exchange program between students from the rural schools and students from other corners of the world. We teach the parents, grandparents, and communities about the importance of education. We train parents in crop production, micro-financing, and making hand crafts. We also encourage our partners and volunteers from across the globe to not just support our work but to visit. Two years since our founding, we have hosted in rural Ugandan communities 16 volunteers from the United States, Australia, and Europe鈥攍ast week, five visited from England. The visits are meaningful and wonderful learning experiences for everyone.

More girls need such support. We have been able to send 67 girls to secondary school鈥攖hese are 67 less girls who have been married off at young ages. More than 1,600 have expressed interest in our program. While there is still so much to do, we know that in collaboration with the international community, our grassroots communities can help break cycles of poverty and create cycles of opportunity through education. I believe everybody has the potential to live a better life. Given the opportunity, education and motivation, anyone can become someone inspiring. Nobody is a nobody, everybody is somebody.

, BSC, a through the , is a visiting scholar at the 妻友社区 for the fall 2013 semester. She worked previously with Build Africa Uganda before founding the .

Social Justice Dialogue: Eradicating Poverty

A frequent theme in the discussion on poverty is the degree to which poverty persists across generations. While the United States is touted as the land of opportunity where everyone can attain their American dream, poverty is still the most likely outcome for a child born into a poor family. A large body of research demonstrates that education is the best way out of poverty, especially when dealing with inter-generational transmission of poverty. The problem is, however, that children from economically disadvantaged families are much less likely to obtain college education than their wealthier peers. In this article, I review innovative recent studies demonstrating cost-effective ways to increase educational attainment among poor children.

show that high-achieving students from poor families typically apply to selective colleges much less frequently than students from wealthier families, despite the fact that those selective colleges would have generous financial aid available. In their experimental study, Hoxby and Turner offer customized information on the application process and financial aid to students, and find that the college application, admission and enrollment rates of high-achieving low-income students increase dramatically. As their intervention only cost $6 per student, the authors argue that providing information in this manner would be a highly cost effective way to improve the educational attainment of low-income students. Their experiment was adopted by the in an effort to attract poor, high-scoring students to elite colleges. Indeed, has just launched their own effort to advertise financial aid available to low-income families.

tackle the low take-up rate of college financial aid among low-income individuals by providing assistance for filling out the (FAFSA) forms and handing out information on the expected student aid levels relative to college costs. High school seniors whose parents received the assistance were much more likely to enroll in college and complete at least 2 years of education during the 2-year follow-up period. The experiment cost a total of $88 per participant (including a $20 participation incentive and $20 incentive to the H&R Block tax professionals proving the assistance). Even so, the large positive effects of the experiment would far outweigh the modest cost per participant.

Several recent studies have provided information on the benefits of higher education to high school students, concentrating especially to students from economically disadvantaged backgrounds. These studies cover students in a variety of countries such as Canada, Dominican Republic and Finland. In each case, these low-cost interventions find that students exposed to the information provided change their application behavior and/or post-secondary educational attendance. In most cases the effects are particularly large for students stemming from poorer or less educated families.

The studies reviewed here demonstrate that children from poorer families are lacking in their educational attainment at least in part due to insufficient information on the economic benefits of education and available financial aid. In addition, their college attendance may further be hampered due to the application procedures required to obtain financial aid. These disadvantages could be easily, and cheaply, overcome by providing targeted information and assistance to students and their families. As the research shows, the modest investment would be far outweighed by the stemming from greater college attendance and higher future earnings of the participating students. And most importantly, these types of policies could begin to bring children out of chronic poverty by cutting down the inter-generational transmission of economic status.

Sari Pekkala Kerr, Ph.D. is a Senior Research Scientist and Economist at the 妻友社区 at . Her research and teaching focus on the economics of labor markets, education, and families.

Social Scientific Perspectives on Making Change in America

Yesterday I attended the 50^th Anniversary of the March on Washington with two members of the WCW staff. We had been in Washington, D.C., for a series of meetings--indeed, we had just met with a liaison to the earlier that morning--and we wanted to be a part of this history. The fact that my own had been a civil rights activist in the early 1960s was part of my inspiration to attend this event and share in the national moment on reflection on how far we had or hadn鈥檛 come in terms of meeting the deeply enshrined American ideals of equality and justice.

During the flight home, as I reviewed the day鈥檚 by three U.S. Presidents-- Carter, Clinton, and Obama--vis-脿-vis the poignantly articulated and enduring of Martin Luther King, Jr., I began to think about a social science perspective on progress towards our shared civil and human rights goals. Of course there are political and philosophical ways to think about achieving equality and justice, but how does the achievement of these ends look through lenses of psychology, sociology, education, or economics, for example?

The work we do at is geared towards social change, yet our methods revolve around empirical social science research. Research not only informs action here, but it also allows us to evaluate the effectiveness of action using evidence. As I mentioned in one of our D.C. meetings, WCW is a kind of 鈥渆vidence factory鈥�--we are in the business of generating the kind of evidence that shapes effective policy and sound action programs. And it is no accident that, these days, everybody from activists and advocacy groups to philanthropists and Federal funders are seeking evidence that the actions they engage or invest in actually make a difference. Social-change oriented research organizations like WCW are key players in this equation.

Tomorrow, I will post a blog that takes a deeper look at some of the ways that social science research--including work by WCW scholars--informs social justice questions. Over time, I鈥檇 like to enlarge this dialogue about the role of research in social change, and I hope you鈥檒l join me by adding your comments and reposting our blogs on your social media channels. By staying in conversation and creating a buzz, together we move the needle on the issues we all care about!

Layli Maparyan, Ph.D. is the Executive Director of the 妻友社区 at .

August 26, , always raises mixed feelings for me. I can join in the spirit of celebration over how far women have come from the days when my graduate school professor announced in class that if the political science department ever hired a woman, he would leave. When I was told I could not change my name from my married name to my 鈥渕aiden鈥� name; when flight attendants were all women who had passed an 鈥渁ttractiveness鈥� test; and domestic workers had no rights to fair pay nor protection from assault and sexual harassment. And, of course, I remain grateful to Rep. (D-NY), who almost single-handedly pushed the creation of 鈥淲omen鈥檚 Equality Day鈥� through Congress in 1971.

The date was selected to commemorate the 1920 passage of the , granting women the right to vote (though a meaningful extension of this right for African American women in many states did not occur until the 1964 Voting Rights Act). The passage of the 19th Amendment was the culmination of a massive, peaceful civil rights movement by women that had its formal beginnings in 1848 at the world鈥檚 first women鈥檚 rights convention, in , New York. Workplaces, libraries, organizations, and public facilities now participate with Women鈥檚 Equality Day programs, displays, video showings, or other activities.

This is all good. So why my lingering sense of discontent when the subject of equal rights for women comes up? It may be based, in part, on personal experience. I lived in Illinois in the 1970s when the very last states were scheduled to vote to ratify the (ERA). Having passed Congress and been ratified by 35 states, it seemed that the ERA was on the path to becoming part of the Constitution.

But , doyenne of the right-wing, anti-feminist women鈥檚 movement, decided to stop Illinois鈥� ratification of the ERA, making that goal explicit by starting an organization called . Her followers baked pies for Illinois legislators with the message Stop ERA hidden inside. She traveled tirelessly to argue against the ERA. She raised the specter of 鈥渉orrible consequences鈥� that would follow from its passage, such as women in military combat and unisex bathrooms. On June 18, 1980, Schlafly succeeded when the Illinois legislature failed by five votes to ratify the ERA. Our current Congress would never pass its equivalent, though it has been reintroduced in every session of Congress since 1982.

Certainly, another source of my discontent is the ongoing plight of , whose safety net is now shredded, so that life is increasingly unmanageable and the struggle to keep food on the table is harder every year. As the gap in income widens inexorably, these women and their children are, far from equal, being left farther and farther behind. A growing number of women continue to live in fear of violence, wage theft, and abuse by employers, with little access to public services and usually facing a hostile welfare system. Their rights are limited by their lack of earning power and, often, their lack of a good education.

Fighting for women鈥檚 equality is an arduous but necessary process, ploddingly pursued by dedicated women and men who refuse to accept a lesser role for women in society.

But women do have a number of avenues to redress unequal treatment. The became law in 1994 (though periodic reauthorizations are still a struggle). became the basis for the transformation of women鈥檚 and girls鈥� participation in sports in 1972. Women have successfully sued for equal pay for equal work, equal access to promotion, equal right to a military career, and pregnancy rights in the workplace. In international settings, the pursuit of rights for women is increasingly seen as an important key to unlocking the potential for improvements for a country as a whole.

Women鈥檚 rights organizations continue to organize, lobby, and litigate in areas that remain intransigent, such as family leave, child care, equal pay, protection from sterilization, domestic violence, and the rights of women in prison. Massive problems, such as human trafficking, persist. is an arduous but necessary process, ploddingly pursued by dedicated women and men who refuse to accept a lesser role for women in society.

鈥淲omen鈥檚 rights are human rights鈥�--a current anthem of the women鈥檚 movement--remains a vision, a goal, and a noble quest that we pursue at the 妻友社区. As we say, 鈥淎 world that is good for women is good for everyone."

Jean Hardisty, Ph.D., was a senior scholar at the 妻友社区 at  until she passed away in 2015. She was the of Political Research Associates (PRA), a Boston-based research center that analyzes right-wing, authoritarian, and anti-democratic trends and publishes educational materials for the general public.  

Over the past few months, in my role as the Chair of the (ACA) Task Force on Non-Cognitive Skills, I have been immersed in the research and popular literature on what journalist-author calls 鈥渘on-cognitive skills.鈥� Numerous discussions, papers, books, and organizations have surfaced that are creating a great deal of confusion about what we are actually talking about. From of the University of Pennsylvania, who uses the term 鈥済rit,鈥� to Mind in the Making, to the skills, to work on Social and Emotional Learning, I have become overwhelmed with the attention this issue is currently receiving. But what exactly are we all talking about? Is nomenclature getting in the way of a shared understanding of the 鈥渋t鈥�? Several labels or terms have been used (grit, life skills, applied skills, executive function, emotional intelligence, non cognitive skills, soft skills, character skills, leadership skills, and on, and on) but are they all same?

And more importantly are we missing something? Are we overlooking the importance of relationships and caring adults? Willis Bright, past director of the Youth Program at Lilly Endowment and a member of the ACA Task Force, speaks about 鈥渘avigational and interpretative skills鈥� thus adults helping youth to develop a moral compass in an increasingly complex society. That got me thinking about the work of at Stanford University on Resiliency Research.

According to Benard, 鈥渨e are all born with innate resiliency, with the capacity to develop the traits commonly found in resilient survivors: social competence (responsiveness, cultural flexibility, empathy, caring, communication skills, and a sense of humor); problem-solving (planning, help-seeking, critical and creative thinking); autonomy (sense of identity, self-efficacy, self-awareness, task-mastery, and adaptive distancing from negative messages and conditions); and a sense of purpose and belief in a bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness)鈥� (Benard, 1991).

But when faced with adversity, these inborn traits may not develop. Benard (1991) Werner (1993) and others have discovered there are 鈥減rotective factors,鈥� that can help young people develop resilience despite high levels of risk: caring relationships, high expectations and meaningful participation and contribution.

Our work at the supports the resiliency research. The and its linked outcome tools, (Survey of Afterschool Youth Outcomes), are based on this framework. Our theory is that afterschool program can be the place where young people can learn social and emotional skills in an environment where caring adults, set high expectations and provide meaningful leadership opportunities for young people.

Despite their similarities, grit emphasizes one's internal resources while de-emphasizing the important external factors that help contributes one's success--something that resiliency theory includes. The APAS system, which is based on this resiliency framework, highlights the importance of supportive adult relationships in the healthy development of youth--something we should keep in mind as we begin a new year of academic and out-of-school-time programming.

Ellen Gannett, M.Ed. is the Director of the at the 妻友社区, where she ensures that research bridges the fields of child care, education, and youth development in order to promote programming that addresses the development of the whole child.

March is Talk with Your Teen about Sex Month. Why talk about sex with our kids?

In her recent talk at 妻友社区 College, Cecile Richards, President of Planned Parenthood Federation of America, reminded us that for their children. National studies agree. When parents talk about sex with their kids, it can help them postpone having sex and make it more likely teens will use protection when they do have sex. Our research at 妻友社区 found that this is particularly important in delaying sex for boys.

Here are some take-home messages from our own and others鈥� research on how parents and teens talk about sex and relationships. The quotes are from our interviews with parents of middle school students.

鈥淚鈥檓 willing to go there with her (talk about sex), because I know that I had trouble speaking with my mom about it when I was younger. So I know I need to be there and play that role. And if I don鈥檛 talk to her about it, she鈥檒l find out on her own, and that鈥檚 not the way that I want that to happen.鈥�

Why is it so hard for us to talk to our kids about sex?

鈥淚t鈥檚 hard for me to say, 鈥榃ell this is how your penis works.鈥� You know? Okay, I鈥檒l try to figure it out and I don鈥檛 want to sound stupid in front of the kid.鈥�

- Parents often feel embarrassed and may not know how to start conversations about sex
- Parents don鈥檛 know where to get accurate information to share with their kids
- Kids are embarrassed too, but it鈥檚 important for them to hear from you
- Once you start (even with a small conversation), it will get easier

How do we do it? Tips on talking with teens about sex

鈥淵ou鈥檙e basically informing them and, you know, letting them know that you鈥檙e there. And then you kind of just have to take it as it comes, because you never know what鈥檚 going to happen.鈥�

- Figure out what鈥檚 important to you and share it with your kids
- Listen to what your kids have to say (or what they may have trouble saying)
- Keep the door open 鈥� sometimes the first conversation is just an icebreaker
- Give your kids medically accurate information about sex
-

Who can help?

鈥淗e still talks about things that he learned in (sex education) class. He still makes a reference to it when we鈥檙e talking about things. One of the funny things that doesn鈥檛 happen anymore is any reference to sex, we don鈥檛 shy away from it if it does come up. He鈥檚 just more accepting that it鈥檚 a part of life at this point.鈥�

- Just because you didn鈥檛 talk about sex growing up with your own family, doesn鈥檛 mean you can鈥檛 talk with your own kids about sex
- Even when you鈥檙e embarrassed, you can still have good conversations with your teens about sex
- You are not alone

• o Think about friends and family you trust who can be part of the conversation (e.g., aunts, uncles, older siblings, godparents)

o Find out if your teen has a sex education class at school and ask your teen about it
o Here are some resources for information and support to talk to your teens about sex:

Jennifer Grossman, Ph.D. is a research scientist at the 妻友社区. She co-directs an evaluation of a middle school sex education curriculum and leads a project investigating what works and what gets in the way of family communication about sexuality among diverse families.

This blog post originally appeared in the  of the Global Partnership for Education; by , Head of the UNGEI Secretariat

Earlier this year, I read an interview with a secondary school girl about her experiences commuting to school in rural Uganda. Her message has stayed with me, as an example of the 鈥渆veryday鈥� reality of violence in girls鈥� lives.

Interviewer: What is the biggest problem or difficulty that you have in your life right now?

Student: The biggest problem--is these men who disturb us--begging for sex when walking to school.

Around the world today, , attention is focused on the issue of violence against women and girls, the theme of the . For millions of girls worldwide, violence is more than the 鈥渢opic of the day,鈥� it is part of their everyday reality. Girls face violence and discrimination due to their sex and age, in many contexts, including on the way to school, in the school yard, and in the classroom.

There is no doubt that gender-based violence is a major and critical barrier threatening the education of girls in many countries of the world, with far reaching consequences: poor performance, irregular attendance, dropout, truancy and low self-esteem not to mention physical harm and pregnancy. In a consultation jointly hosted by ,  and the , participants reported on issues faced by girls. One country representative reported that, 鈥淕irls at secondary education levels increasingly face sexual violence including forced marriage, abduction and sexual exploitation, taking advantage of the fact that girls have limited financial and material means.鈥�

Surprisingly, given the impact of violence, school-related gender-based violence is often unremarked upon and taken for granted. Thus, one of the biggest challenges is to recognize that social norms prevent girls from attending school in a safe environment, and to place girls鈥� education within the broader discourse of women鈥檚 rights.

Focus on Girls in GPE鈥檚 Strategic Plan

The  (GPE) has drawn up a  which provides an opening for dialogue and action by focusing on girls鈥� access to and achievement through school, including schools as safe spaces for girls. The GPE Plan identifies five thematic priorities, including one relating to girls, which states: 鈥�All girls in GPE endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment.鈥�

For UNGEI, this is a transformative statement which:

1. Recommits the Partnership to an agenda of equity and rights;
2. Defines quality education as a safe and supportive environment for learning, and recognizes the potential (and the reality) of the opposite: violence, including gender-based violence; and
3. Puts forward a new vision of education that includes adolescent girls and their social context.

GPE proposes a holistic approach, with a focus on gender responsive education sector plans, strategies to ensure school safety and supportive learning for girls, including female teachers, the collection of evidence and sharing of good practice, and the tracking of enrolment, progress and learning of primary and lower secondary girls.

It is this country-led and holistic approach to ensure that schools are safe and supportive spaces that will allow girls to become advocates for their own rights.

Plan International Report: Education Reduces Violence against Women

We know that education can serve a protective role for girls and young women by making them aware of and confident to exercise their rights. A recent by  indicates that women who are educated to secondary level or higher are less likely than their non-educated or primary-educated counterparts to experience violence, and men who are educated to secondary level or higher are less likely than their non-educated or primary-educated counterparts to perpetuate violence.

Education can be empowering, providing space for girls to speak on their own and with their own voices, now and in the future. Preventing and eliminating violence against girls in and around schools is an effective strategy in advancing the status of women in society. UNGEI is pleased to join GPE in celebrating International Women鈥檚 Day. Our partnership is ensuring that all girls successfully complete primary school and go to secondary school in a safe, supportive learning environment.

A message from , the elementary school social emotional learning (SEL) program at the 妻友社区:

"In light of the recent shootings in Newtown, Connecticut, we are writing to share some resources that school communities might find helpful at this time. This tragedy touches all of us, both near and far, regardless of whether we are educators, parents or students. Open Circle would like to offer its assistance during this difficult time by helping schools support students who, understandably, may have questions or concerns in response to this tragic event.

"Children may need reassurance that their classroom and school are safe places for them. It is important to recognize the needs of individual children who might have a harder time coping with this event than others. Often children who are prone to anxious feelings or those with their own trauma history can be triggered by another traumatic event, even if it did not directly happen to them. In addition to the positive, supportive classroom climate and the social and emotional learning tools that Open Circle provides, some students may need additional time with a school psychologist or guidance counselor to help them manage their fears.

"It is also critical that adults get the support they need to help students with their questions and feelings about this tragic event. Modeling how to stay calm and knowing when to ask for help yourself will help reassure students of their safety and remind them that the adults in school will be there to take care of them.

"During difficult times, safety, consistency and predictability are critical to helping children maintain a sense of stability and psychological comfort. Open Circle provides a classroom routine and climate that is safe, consistent and predictable. Continuing to do Open Circle, as usual, is very important. Revisiting and applying the following skills and concepts may be one way to help students and adults as they deal with this traumatic event.

"Additional Resources
We recommend the following additional resources from the National Association of School Psychologists and the U.S. Substance Abuse and Mental Health Services Administration:

is a universal social emotional learning (SEL) program focused on two goals: strengthening students' SEL skills related to recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively; and fostering safe, caring and highly-engaging classroom and school communities.