Experience, Inc.: A Political Race Project

Written by Luis South, for the Western Association of College Admissions Counselors

 Define "Political Race Project" as detailed in The Miner’s Canary -

"The dynamic of the political race project grows out of education and participation….. Through internal deliberation and self-conscious reflection, individuals can work together to develop a framework within which to critique existing power structures. Political race is thus a richly complex project organized around both race and democratic politics. And those who identify with the project of political race are challenged to move from a politics based primarily on a narrow definition of group or individual self-interest to action in service of a transformative vision of social justice." (p. 22)

"….political race as an aspirational and motivational project is not simply about changing society. It is also personal in the sense that it changes stakes for connecting with others around an understanding of the world that race has revealed. And it is interpersonal in that it seeks to create and sustain democratic relationships in the service of social change." (p. 30)

"Political race is a lens through which to see and address injustices to people of color and, beyond them, injustices to other oppressed groups such as poor whites. It is an evolutionary process." (p. 95)

What makes Washington Prep’s Experience, Inc. a political race project?

• A bus trip to the February 2004 Black Colleges Expo that included two education counselors, six volunteer teachers, and two community members who served as chaperones for sixty-six Washington Prep High School students (grades 9-12) lead to a dialogue among educators: How can we continue building upon our students’ highly positive energies to actually increase the numbers of "college-ready" students graduating from Washington Preparatory High School?

• The origins to develop this collaboration took place in and among a community of "people of color" focused on their existence. (Latino and African Americans).

• By the end of the bus trip the idea was shared with other educators who readily expressed an interest and desire to participate. We moved from an exclusive group to a multicultural group focused on the same challenge.

• The group consciousness leading this project evolved around the idea that it was essential to recognize and state the focus of our project in terms of the perceived systemic injustice responsible for a high number of low performing students.

• In order to be clear about what we wanted as our own system of workplace interaction (communication setup) the education counselor created an assignment that required each member to select and critically analyze what universal concepts and ideas were acceptable and best representative of a healthy professional environment.

Are there any measurable progressive trends that can serve to indicate improvement?

1. The staff directly involved with this project has increased in number from 8 to 22. As well, we now have 6 college students serving as tutors and mentors. Thus far, no one has opted to drop out of the collaboration.

2. A major focus of improving student performance is getting them to buy into before and/or after school tutoring. Though the number of students who have bought into the idea of coming in for tutoring as an extracurricular activity is still low, there has been a gradual increase in the number of students.

3. Moving from the conceptual into the developmental stage began in February 2004. Since that time we have concentrated on developing the organizational structure and focus of the project so that a quality group service and the support system among professionals is now in place. Also, modes of communicating with students and their homes are leading to an increase of greater student participation.

4. Students are coming to request tutoring in greater numbers when they are unable to agree on a schedule with their teacher, who may not have joined the collaboration.

5. The dialogue with students has evolved into informing them to first communicate with the teacher of the course that is most challenging. So there are teachers not yet formally a part of our collaboration, who tutor students referred to them from our team members.

 What intrinsic circumstances have taken place that may lead to greater participation among students?

1. Administration recognition and buy-in is essential to future development.

2. The collaborating team members have been exchanging ideas about how to implement incentives that work.

3. As the program continues to grow, the collaborating team is dialoguing to formulate strategies that include exchanging students in the after school program so a teacher is not faced with many students on different levels in need of help in different subject areas.

4. The collaborating team members remain on-task, focused, staying the course. We have found through practical experience that a very strong alliance can be forged if there is sincere, meaningful dialogue centered on realities about race that leads into a democratic movement to improve circumstances. The Miner’s Canary is an important text for change-makers to study.

5. A group of students skilled in utilizing computer technology to produce music has lead to promotional CD productions on such issues as "tutoring" and "peace".

6. Higher performing Washington Prep students have started to join the process as tutors beginning May 6, 2004.

 What would be the best results after presenting on this project in the WACAC 2004 Annual Conference?

1. We’d like to receive several offers from colleges to develop research projects to scientifically measure the effectiveness of this collaboration. It’s worth it.
    

2. WACAC would be a leader among California state education counseling organizations if the board would formally recognize and support the Washington Prep political race project (formally voted on to be called Experience, Inc.) as a progressive development in education.
    

3. It would be progressive and purposeful if WACAC openly chooses to expand the dialogue on The Miner’s Canary as a major theme in next year’s Annual Conference. Inviting the authors as featured guest speakers may lead to deeper understanding, a stronger more defined movement towards social justice in the realm of education.
    

4. The dynamics of social justice movement that is presented in The Miner’s Canary is highly relevant for the world community to read and discuss. The collaboration, from inception, formed an international communication line with educators and dignitaries from places outside of the continental United States. We will move to further strengthen those ties by virtue of what we accomplish at the WACAC 2004 Annual Conference.