Ongoing since 2011

Project Directors:Linda Charmaraman, Ph.D.
Funder: The Schott Foundation for Public Education 

The goal of this collaborative project is to invite public discourse about overcoming barriers to educational equity for girls of color in order to affect educational policy and practice. The specific goal of the project was to create a multi-media strategy in two phases in order to stimulate conversation almongst multiple constituencies.

>> Teen Voices Announces New Collaboration (PDF)<<

Partnering with Boston-based Teen Voices to produce a short video series, this year-long collaborative multi-media project, funded by the Schott Foundation for Public Education, was designed to understand and reveal key issues related to the educational equity of girls of color. In the video series, teens are featured as the experts and agents of their own learning experiences; they offer examples of effective strategies and solutions for decreasing the achievement gap. The series also highlights different perspectives across educators, afterschool mentors, administrators, and policymakers. View the video, produced by Linda Charmaraman, Ph.D., research scientist at the Wellesley Centers for Women (WCW), and Rosa Lau, A.L.M., by clicking the link below.


 

20.1The ultimate goal of this collaborative project is to invite public discourse about overcoming barriers to educational equity for girls of color in order to affect educational policy and practice. The specific goal of the project was to create a multi-media strategy in two phases in order to stimulate the conversation amongst multiple constituencies. By highlighting the specific needs of girls of color, this project underlines the dilemma of district-wide policies that are intended to address the needs of all disadvantaged students yet do not pay attention to how particular students, e.g. boys and girls of color, might have disparate areas of need in order to thrive in their particular educational contexts. 

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Our project will promote greater awareness about girls of color, an often overlooked and underrepresented population within disadvantaged communities, a group which consists of a wide diaspora of different cultural and immigrant backgrounds, e.g. African American, Caribbean American, Asian American, Southeast Asian, Latino, Middle Eastern - all of which may have different life trajectories in terms of health, behavioral, and educational outcomes (Garcia Coll & Marks, 2009). 


Jennifer stillDuring Phase 1, Teen Voices produced a magazine issue that focused on girls’ educational access and gender equity. Articles focused on such topics as a young woman running a nonprofit to erase youth illiteracy in Nepal, increasing access to girls’ educational opportunities in Guatemala, and the causes of school dropout for girls.


LIVE girls stillDuring Phase 2, short video clips were produced featuring teens as the experts and agents of their own learning experiences, offering examples of effective strategies and solutions for closing the opportunity gap. The series also highlights different perspectives across educators, advocates, afterschool mentors, administrators, and policymakers.  The video clips will be linked to a specially created Facebook and YouTube page, which will invite commentary about educational equity of girls of color as well as personal reflections and recommendations from the educational community. If you would like to host a screening at your community organization, afterschool program, or school, please email lcharmar@wellesley.edu for more information. For complimentary DVD copies of the full-length video, please email your name and organizational affilication to lcharmar@wellesley.edu

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Massachusetts Premiere


Educational Equity for Girls of Color: A Multi-level Media Strategy
Wellesley Centers for Women Lunchtime Seminar Series
Thursday, October 18, 2012
12:30-1:30pm
828 Washington St
Wellesley, MA 02481

National Conference Premiere

American Psychological Association Annual Meeting 2014
Presented as part of a talk from symposium "From Woman-centered research to action, policy, practice"
Washington, DC