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?