Honey Bee Vision

My topic ideas have been all over the place. I wanted to focus on something I’ve both experienced and feel passionate about. I realized that my graduate assistantship space, ALLIED, has created an impactful environment for the students and for me as well.

What’s ALLIED?

The Advanced Learning and Leadership Initiative for Educational Diversity (ALLIED) is a space where students meet once a week to enjoy a free lunch, connect with one another, and share a safe environment where they can express themselves emotionally and be their authentic selves. Each week, RIC staff members join us to share their educational journeys and describe their roles at RIC.

We also have a mascot, a bee! Just like in Youth Development, we do a “buzz in.” The story behind the bee is especially meaningful: bees have small wings that, according to science, should make it impossible for them to fly — yet they do. The bee represents the spirit of ALLIED — perseverance, community, and the power to rise beyond expectations.

I have narrowed it down to two questions: 

1. What would an ALLIED-inspired space look and feel like in an urban high school, a space where students can belong, lead, and express who they truly are?

2. How can an ALLIED-inspired space be created in an urban high school to give students a sense of belonging, help them grow as leaders, and allow them to show up as their full, authentic selves?

Imagine having a space where students can emotionally open up and check in with themselves and others. In class, I’ve mentioned that I work in a high school,  one that is, unfortunately, systemically broken. Sadly, so many negative events have occurred, yet the Woonsocket community has not taken meaningful action until the following school year. Students often share that there isn’t a space where they can sit in community, feel safe, and decompress. Although there is a wellness room, it is poorly advertised and rarely utilized by students.

My vision is to bring ALLIED to Woonsocket High School, incorporating it during the school day — whether during lunch or advisory periods. Students could enjoy lunch or snacks while engaging in meaningful conversations and activities. We could invite guests such as guidance counselors, teachers, principals, and other school staff or community partners to share their educational journeys and the roles they play within the school. I would love for this to take place in the Wellness Room or in the small room near the cafeteria, as both are easily accessible and welcoming spaces. I believe this initiative would have a powerful impact on students, just as it has for college students.

My vision for this would be kinda cool, creating a digital vision board. Not only a vision board, but also conduct interviews. I would like to interview current ALLIED students and recent graduating ones, and I would like to interview my current high school students and recent graduate students. I do want to represent my vision through art. I am not an artistic person; however, I like to visualize ideas through art. 

 

Damage to Desire

 

There are a couple of key points that Tuck makes. First, damage-centered research is a form of research I have often observed in various urban school settings, including the Providence Public School District. Tuck defines damage-centered research as an approach that represents communities only through their struggles, pain, and deficits. This framework is visible in PPSD in their data collection. 

Most of the district’s progress is measured through their qualitative research; dropout rates, standardized test scores, absenteeism, and graduation statistics, numbers that highlight failure rather than possibility. These numbers portray the symbolic notion that students, families, and the community are broken. Although the numbers can provide proof that the community needs a significant amount of resources to create this change, this does not show the root of what is beneath the ground. These types of researchers do not look at the other factors such as the art, the talent, leadership and creativity that the community has to offer. Applying Tucker’s thoughts of theory of change, PPSD researchers are looking at the damage and this will be a flawed continuation trying to fix it. 

“Desire is the song about walking through the storm, a song that recognizes rather than denies that pain doubtlessly lies ahead.” (11, Tuck)  This quote reminds me of the quote by Vivian Greene, "Life isn't about waiting for the storm to pass; it's about learning to dance in the rain" There is always beauty in disasters. Tuck references desire as an alternative way of damage centered research. Desire is about the pain but also the possibility. True care, healing, and research must recognize pain without being defined by it.

This collage is how interpreted this letter, images of damage centered research and how desired research would look in communities. I also added an image of capitalism because I view the idea of damage centered research as a capitalistic approach. The worse the community is doing the more money the district collects. 

I found this diagram online. This is an image that represents the idea of damage to desire. “Studies” leads to data, charts, and clients. This reflects what Tuck critiques: research that defines communities primarily by their deficits, pain, and problems. “Stories” leads to more of an impactful and meaningful change;  the ability to build and fix things. 

After reading Tuck’s letter it was a fresh reminder to look underneath the damage, the root behind it all, look for the sun behind the dark clouds, and find beauty in pain. When conducting my research for my capstone, looking at the information that will be collected should not all be negative, there is desire behind the research.

What do you do as an educator that can't be measured?

As I was reading this, I could hear Victoria's voice and laughter through her text. What an amazing read! 

The question is: What do you do as an educator that can't be measured? This is a great question to ask an educator; it prompts you to think.  Teaching isn't always about the measurable outcomes, grades, numbers, and or statistics. The immeasurable outcomes that come with teaching, such as radical care, compassion, and love. 

This is such a poetic research; teaching involves amazing stories through art.

After reading this article, I realized that most of the things I do can't be measured, whether in my personal life or work life. 

In my free time, I volunteer my time teaching Latin dance to young humans, starting at age 4 years old all the way to 18. We usually practice dance once or twice a week. I go in, and we rehearse the same dance for each performance. I always saw myself as just their dance teacher, just another adult educating them on a new skill. Most of the girls in the group are fairly new and have never danced before and especially in front of a large audience. I have noticed the amount of confidence, independence, and professionalism they have built. I remember that for one of the performances, audience members would say 'Good job' as they exited the stage. I overheard someone say they are very polite and disciplined. I was nearly shocked because I have always reminded them that they are sharing a gift to the world and should forever be grateful. With each performance, I can see their faces light up and fill with joy to share their Latin culture with others. 

Not so in my free time, I am a college advisor at a high school. In this role, I have gained so much insight about how adults view young adults and how young adults are not valued in some of their educational spaces. I can mostly relate to some of my students when they share their educational journey. Teachers and the school system really set the bar high for them and judge them by their grades. When students sit in my chair, tell me what they want to be in the future, and say, “ I don't think I will ever become that because my grades are not good enough, which means I am not good enough.” I say, why not? You never know if you do not try. I share my high school story, I was not the honor roll kid, and I tell them about my college experience. But the bad parts of my educational journey did not stop me from getting to where I am today. If my grades mattered in life, I would not be receiving my second master's. I assure my students that nothing is impossible. I remind them that knowing more than one language is a superpower, and having immigrant parents represents courage. I provide snacks and water for my students. I make sure they are fed and hydrated to have a successful learning day. I also show radical care through showing up to their athletic games, seeing their face light up, and hearing Miss you came to support us brings me joy. 

An additional story, I did my teaching practicum at the high school where I work for my TESOL program. The class was an MLL classroom. Most of the students spoke Spanish in the classroom, the teacher predominantly spoke English, and didn't have much to relate to the students. I remember I was teaching a lesson on Romeo and Juliet, and some students struggled with the text and instructions. I related the text to something they knew in the Spanish pop culture. I saw their frustration in their face, some saying they wished they didn't know Spanish. I reassure them that their hard work will officially pay off. I can relate. I remember at the end of my term, one of the students approached me and said they hoped I would become a teacher because they needed more Spanish-speaking teachers in MLL classrooms. 

Qualitative vs Quanative

Qualitative:

According to ChatGPT, qualitative research involves exploring how and why something happens. This type of research focuses on images, words, and observations rather than numbers. The purpose of qualitative research is to understand experiences and meaning by being part of the observation process.

In the article Qualitative Research for Education: An Introduction to Theory and Methods, the author mentions that generalizability is not the main goal. I conducted several qualitative research projects during my first master’s program. I earned my first master’s degree in Education, specializing in Teaching English to Speakers of Other Languages (TESOL). As part of my coursework, I visited classrooms to observe students and teachers in action. I observed two different elementary schools at the same grade level and quickly realized how dynamically different the classroom environments were—student behavior, teacher approaches, peer interactions, and routines all varied greatly.

I began to study patterns in students’ language behavior. I noticed that students felt more comfortable speaking to their peers in their first language, often helping each other translate assignments and activities.

Quantitative:

According to ChatGPT, quantitative research involves collecting numerical data and analyzing it using mathematical, statistical, or computational techniques.

Quantitative research has never been my cup of tea when it comes to studying education. In my research on bilingual students, I had to use test scores to guide their learning and assignments. However, comparing students’ behavior through observation provided more insight than the numbers ever did. Looking at test scores alone did not help me achieve my goal of creating meaningful and engaging activities.

The article also argued that qualitative and quantitative methods can be used together to support one another.

From my past experience, I’ve learned that I gain much more understanding through qualitative research than quantitative. I’m not a “numbers” person unless I need concrete, statistical evidence for what I’m studying. But when it comes to understanding behavior and humanity, observation is the most effective approach for me.

 

Watching the wide variety of capstone projects did feel overwhelming at first; however, it was also helpful for gathering ideas. I feel like my thoughts have been scattered since my research question has been changing. Initially, I was leaning toward a slideshow mixed with a video, but after changing my question, I decided I wanted to create a documentary with a news-style approach.

My question arose from a recent incident at the school where I serve, where a violent outbreak occurred among students. I currently work as a graduate assistant for a class called ALLIED. This class is designed to help BIPOC students feel more connected with RIC. We meet for lunch once a week and invite guest speakers from RIC to share their journeys. ALLIED provides a safe space for students to express emotions, feelings, and beliefs, as well as a place to decompress. I believe this is a valuable asset in educational settings, and I think it could also be beneficial to adopt a similar model in high schools.

For my project, I plan to focus on interviews. I would like to interview high school students about whether they think a program like ALLIED would be valuable in their schools. I also plan to interview current ALLIED students about their experiences. My final project will combine video interviews with a few supporting slides.

Pizza Recipe

 

 

Constructivism is the research ideology I find most aligned with my thinking. I agree with the idea of constructivist epistemology: we come to know by engaging and participating. How can we truly learn without doing and experiencing?

I remember watching a show called 60 Days In. It followed trained military personnel and civilians who disguised themselves as inmates, without the prisoners or guards knowing. The purpose was to expose and research what happens behind bars—such as injustice, drug use, and inmate behavior. 60 Days In reflects constructivist epistemology because prison life is not an objective truth; it is experienced and interpreted differently by participants, inmates, and staff. Each actor’s identity and position shape what they know, showing that truth is plural, contested, and socially constructed. While the show was partly reality TV, I have seen similar research approaches carried out on social media.

At the end of the video, Pat Norman shows a picture of London. He explains that a constructivist would not only measure or map the city, but also study it in depth, its surroundings, its different communities, and the cultures within it.

The question to reflect on: What barriers do underrepresented students face in higher education when federally funded access programs are cut or underfunded?

If I took this as a constructivist approach, I would answer my question by looking at it through different lenses. For example, starting with students: how would they face these barriers, and how would they respond to this question? I would also consider the advisor’s perspective and the policymaker’s perspective, such as that of the Trump administration. Each of these individuals would answer the question differently. I would also reflect on the word barrier itself, because so much is embedded within it, such as race, class, immigration status, and broader social inequalities.

I would even look at the school itself. I work for Education Talent Search (ETS), which serves students at the high schools. There is a lack of college support. That is a barrier that students may face, and the school itself, if TRIO were completely gone. 

I have added some links below about TRIO

ETS: https://www.ccri.edu/ets/

TRIO: https://coenet.org/

Cap Stone Questions

20 Questions: 

1. What would an educational space look like if it were youth-led?

2. In what ways can social justice movements transform educational spaces to be more inclusive?

3. How do multilingual learners experience equity and justice in schools

4. What would it look like if adults learn from youth-led movements?

5. What examples exist of youth-led movements that created lasting change in schools or communities?

6. What would it look like for educators to help youth-led spaces in creating change in schools or communities? 

7. In what ways do schools reproduce inequities, and how do students resist them?

8. How do immigration status and language intersect with educational justice?

9. How can MLL students use their multilingualism as a tool for leadership and advocacy?

10. What happens when youth voices are heard in adult spaces versus being ignored? 

11. In what ways can adult allies better help youth to become successful in their spaces?

12. How are students being supported during these moments of immigration? 

13. What is the definition of “justice” from the lens of a youth?  Adult? Administrator?

14. What is the definition of “youth-led” from the lens of a youth? Adult? Administrator? 

15. How would schools be different if they were designed by youth-led? 

16. How would the curriculum be designed if youth voices were input? 

17. What issues matter most to students right now, and why aren’t they always prioritized in schools?

18. What would a school community look like if other languages were welcomed? 

19. How do schools respond when student activism conflicts with administrative priorities?

20. How do students navigate being both learners and activists in educational spaces?

Un Poquito de Mi

 

Hola!

My name is Milary (pronounced Mee-lah-ree) and I’m a proud Dominican American with deep roots in Cranston and Providence, RI. I’m the eldest of three, and a fun fact my twin brothers, Arimil Arys and I, share names crafted from the letters of our parents’ names. 

I’m also a proud dog mom to Cookie, my adorable fur baby who’s a Yorkie-Shih Tzu mix with a big personality and even bigger cuddles.

My academic journey has been a wonderful journey! I hold a Bachelor’s in Youth Development, a Master’s in Education, and I’m currently pursuing a second Master’s in Youth Development because I believe in lifelong learning and empowering the next generation.

Professionally, I serve as a Coordinator/Counselor for Educational Talent Search at the Community College of Rhode Island, where I help students unlock their potential and access higher education opportunities. 

Outside of work, I stay connected to my Latina heritage through dance and culture. I teach Latin dance and proudly direct Quisqueya In Action, a youth folklore group that brings Dominican traditions to life at events like the Dominican Festival and other cultural celebrations across Rhode Island.

Chillax...

As I read the first article about chillaxing, I could relate to my experience in youth work. I used to work at Roger Williams Middle School as a college counselor and advisor. I shared an office space with PASA and City Year. During that school year, City Year received a grant to reconstruct the school space. The school was facing understaffing challenges, especially with social workers, which affected students' behavior. The students voiced their desire to City Year for a classroom space where they could hang out with their friends during lunch and advisory periods.

City Year found an empty classroom near the lunch room and transformed it into a hang-out space. The classroom featured tents, fairy lights, bean bags, and lamps. The students enjoyed this calming space, where they could express their emotions, complete school work, and connect with their classmates. However, one of the administrators eventually decided that the space was not productive, and the chillax room was repurposed into a health classroom filled with desks.

The author states, "Programs such as New Urban Arts are under pressure to prove that they use time effectively to transform “troubled youth,” that young people in creative youth development programs are doing something far more productive than chillaxing.” (pg.87)  Some folks may view students chillaxing as lazy. When administration took away the chill space they stripped students of their sense of belonging, and the room became their safe space to dissociate from the outside world. 

In the second reading, I found the concept of pleasure activism particularly interesting. This term was new to me. Adrienne sheds light on the combination of these words—pleasure being a feeling of happiness and satisfaction, and activism involving the promotion of political, social, and economic concerns. By introducing pleasure activism, we can foster a space for healing and open dialogue around advocacy. As I continue working in the field of youth work, I would like to embrace pleasure activism, as this approach can be effectively implemented in a chillax space.

What's Care Got to Do With It?

All my life all I know is to stay productive. I currently work 3 jobs, I do not come from a family with money. My parents came from the Dominican Republic before I was born. My mother worked as a janitor in the National Grid building on Elmwood Ave and my dad worked at a bodega. They barely made enough to pay rent or own a house. They lived at a family friend's house, in a crammed basement. After my parents had me, they had my twin brothers. A family of 3 turned into a family of 5 in a one-bedroom space. My mom began cleaning homes on the side and my dad worked over hours in the bodega. They worked hard until they could afford a house in Cranston. My dad eventually saved enough to own his own business. My parents continue to work to this day because that is what they know and are taught. They came to the United States for a better life, they did not realize they were going to learn about capitalism. 

I followed in their footsteps. I started working in my freshman year of high school. My life consists of school and work. The first time I received care was in my undergrad. I worked at a retail store in Natick Massachusetts, my travel consisted of two hours plus an 8-hour work shift. I barely had time to socialize with friends. My coworkers became my friends. I overworked myself to pay off school and debt because of COVID.  My store manager gave me the day off and drove me to a surprise spa day. That was the first time I ever received care. This was the first time I felt rested, free, and light. 

I listened to the No More Grind: How to Finally Rest with Tricia Hersey podcast, I found it fascinating plantations on some facts that Tricia Hersey mentioned. Capitalism was created on plantations, and the idea of grind culture has a similar ideology. I currently have three jobs, I am president of my works association, I teach and lead a dance cultural group, and go to school full-time. I have inhabited this idea of productivity. I continue to keep myself full-time busy because I don't want to feel like I am lazy or not doing enough. However, through all this, I do give myself some grace and provide myself with self-care.