part one: listening project
I hit to the streets of Roxborough to better understand the social difficulties and protection issues children of my community face. I asked five people I encountered on the sidewalk of Ridge Avenue five open-ended questions to collect qualitative data about this topic. After approaching the participants, I greeted them and asked if they were residents of the town. If they were, I briefly introduced myself, my purpose and mentioned that my questions were "really simple and brief." Willing participants were asked the following questions:
1. What do you like about Roxborough?
2. What do you want to see changed? What are our community's greatest problems?
3. What are the biggest problems for children in Roxborough? (Are you a parent or grandparent?)
4. What do you think causes these problems?
5. What are some things that would help make Roxborough a more protective environment for children?
These questions were posed with the intent that the responses would help inform future programs for children in the community. While I was engaging with participants I listened intently, made eye contact, asked follow-up questions for clarification when necessary, did not offer my personal opinion and repeated their responses back to them to ensure I understood what they were trying to express.
Participants had positive comments about living in Roxborough. They cited walkability, local eateries, Gorgas Park, the tight-knit quality of some of the neighborhoods as notable highlights of the community. The primary negative issue raised concerning the children of Roxborough was the "terrible" local high school, and the public school situation in general. Two issues of lesser concern were the lack of police enforcement in the area and the scores of empty storefronts that line the main business strip. Recommendations for ways to make our community safer for children included adding extra police presence, strengthening civic pride, and increasing youth groups and after-school clubs/programs.
1. What do you like about Roxborough?
2. What do you want to see changed? What are our community's greatest problems?
3. What are the biggest problems for children in Roxborough? (Are you a parent or grandparent?)
4. What do you think causes these problems?
5. What are some things that would help make Roxborough a more protective environment for children?
These questions were posed with the intent that the responses would help inform future programs for children in the community. While I was engaging with participants I listened intently, made eye contact, asked follow-up questions for clarification when necessary, did not offer my personal opinion and repeated their responses back to them to ensure I understood what they were trying to express.
Participants had positive comments about living in Roxborough. They cited walkability, local eateries, Gorgas Park, the tight-knit quality of some of the neighborhoods as notable highlights of the community. The primary negative issue raised concerning the children of Roxborough was the "terrible" local high school, and the public school situation in general. Two issues of lesser concern were the lack of police enforcement in the area and the scores of empty storefronts that line the main business strip. Recommendations for ways to make our community safer for children included adding extra police presence, strengthening civic pride, and increasing youth groups and after-school clubs/programs.
part two: community survey
After the listening project, I printed out a need assessment survey that asked questions that sought to reveal information regarding specific characteristics of children in Roxborough and to identify their needs. Ten community participants filled out this brief survey.
Question 1: 1 out of 10 participants said sexual/physical abuse was a problem. 3 out of 10 listed educational concerns (i.e. lacking education resources, lacking activities at school/lacking free non-school activities) in the "other" category.
Question 2: All participants said children of Roxborough often attend school.
Question 3: 7 out of 10 participants said children in Roxborough most often play; 4 out of 10 said children most often take care of siblings; 3 out of 10 said children most often do housework; 5 out of 10 said children most often do school work.
Question 4: 4 out of 10 participants said lack of motivation prevents children in Roxborough from attending school; 2 out of 10 said that no help with lessons was an obstacle; 2 out of 10 said that disruptive classrooms and an unhealthy school environment prevented children from attending school (listed in "other" category).
Question 5: 8 out of 10 participants felt hopeful for children's future; 2 out of 10 were concerned for the future of Roxborough's children.
Question 6: All participants' children live inside the home (not with other families/alternative care centers/on the street).
Question 7 (my additional question): 8 out of 10 participants listed creating/maintaining a community garden as an activity that would most engage children in Roxborough; 9 out of 10 said craft & art-making activities would engage youth; 3 out of 10 listed organized competitive sports as an activity; 5 out of 10 said a Gorgas Park clean-up event would engage children; 6 out of 10 listed nature walks in the Wissahickon as an activity; and one participant suggested community summer theater as an activity that would most engage the children of Roxborough.
Question 2: All participants said children of Roxborough often attend school.
Question 3: 7 out of 10 participants said children in Roxborough most often play; 4 out of 10 said children most often take care of siblings; 3 out of 10 said children most often do housework; 5 out of 10 said children most often do school work.
Question 4: 4 out of 10 participants said lack of motivation prevents children in Roxborough from attending school; 2 out of 10 said that no help with lessons was an obstacle; 2 out of 10 said that disruptive classrooms and an unhealthy school environment prevented children from attending school (listed in "other" category).
Question 5: 8 out of 10 participants felt hopeful for children's future; 2 out of 10 were concerned for the future of Roxborough's children.
Question 6: All participants' children live inside the home (not with other families/alternative care centers/on the street).
Question 7 (my additional question): 8 out of 10 participants listed creating/maintaining a community garden as an activity that would most engage children in Roxborough; 9 out of 10 said craft & art-making activities would engage youth; 3 out of 10 listed organized competitive sports as an activity; 5 out of 10 said a Gorgas Park clean-up event would engage children; 6 out of 10 listed nature walks in the Wissahickon as an activity; and one participant suggested community summer theater as an activity that would most engage the children of Roxborough.
problem tree
Both the listening project data and the responses from the needs assessment survey helped further define specific problems that affect children in Roxborough. The issue that came up the most in these surveys as a problem for children was the current school situation. I decided that "underperforming public schools" would be the trunk of my problem tree. The roots are the causes of the problem and the leaves and branches that grow out of the trunk are the effects of the problem.
The biggest cause of the problem of underperforming public schools in Roxborough is that it is a part of the greater Philadelphia public school system. This institution is known for its dysfunctions, corruption and lack of resources (e.g. money, leadership). It is a complex institution with myriad problems and can easily be the thick trunk of its own problem tree. Another root problem for the underperforming schools in Roxborough is that parents have lost faith in the public school system. They feel a deep mistrust of leadership within the institution and feel overwhelmed by the politics that surround the issue of public schools in Philadelphia. Another root cause of the poor local school situation is that there have been cuts in funding and teacher support in areas such as the arts and extra-curricular activities.
In order to make this a positive tree, the soil would have to be rich with support from the local and Philadelphia communities. Proper attention, funding, and staff support are needed to address the fundamental issues that prevent the schools from being institutions that offer exciting learning opportunities and activities that build character, foster creativity and offer social support to developing youth. The effects of this endeavor would create resilient children who have a strong character foundation, a solid knowledge base, problem-solving skills, a hunger for learning and a desire to use their talents to better their communities. If this could happen, parents of children in Roxborough would keep their families here and would not have to send their children to private schools outside of the area. The community would support and trust the mission of the public schools, and the schools would provide the best educational experience possible to their students.
I learned that community research is an invaluable tool for understanding what residents feel are the big issues that face their community. The conversations I had with strangers and neighbors about the issues that children in Roxborough face were eye-opening. It was only after the survey experience did I realize how big of an issue the local high school is for Roxborough's children. Many residents are upset that most of the students get "shipped in" from other neighborhoods in Philadelphia and lower the quality of the educational experience. This is why all of the parents I spoke with refuse to send their children to Roxborough High School and why some are planning to move out of the area when their children are older. For the purposes of this assignment, I did not delve into the specific root causes of the problems that permeate the Philadelphia public school system. I refer to them in a general way because they are too complex and overwhelming for me to understand! Surveying a local public school teacher would have offered very interesting insights and perspective of this issue. The insights provided by community participants were considerate and clear thanks to simple, yet though-provoking questions presented in the surveys. Additionally, I tried to provide a "climate of trust" for honest feedback (Axner & Nagy, 2013). I had many long chats with residents on the sidewalk or benches in Gorgas Park and it is apparent that locals care deeply about Roxborough and desire that children are provided a safe place to learn and grow.
REFERENCE
Axner, M. and Jenette Nagy (2013). Section 4. Understanding People's Needs. The Community Toolbox. Retrieved July 11, 2014, from http://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/understand-needs/main
In order to make this a positive tree, the soil would have to be rich with support from the local and Philadelphia communities. Proper attention, funding, and staff support are needed to address the fundamental issues that prevent the schools from being institutions that offer exciting learning opportunities and activities that build character, foster creativity and offer social support to developing youth. The effects of this endeavor would create resilient children who have a strong character foundation, a solid knowledge base, problem-solving skills, a hunger for learning and a desire to use their talents to better their communities. If this could happen, parents of children in Roxborough would keep their families here and would not have to send their children to private schools outside of the area. The community would support and trust the mission of the public schools, and the schools would provide the best educational experience possible to their students.
I learned that community research is an invaluable tool for understanding what residents feel are the big issues that face their community. The conversations I had with strangers and neighbors about the issues that children in Roxborough face were eye-opening. It was only after the survey experience did I realize how big of an issue the local high school is for Roxborough's children. Many residents are upset that most of the students get "shipped in" from other neighborhoods in Philadelphia and lower the quality of the educational experience. This is why all of the parents I spoke with refuse to send their children to Roxborough High School and why some are planning to move out of the area when their children are older. For the purposes of this assignment, I did not delve into the specific root causes of the problems that permeate the Philadelphia public school system. I refer to them in a general way because they are too complex and overwhelming for me to understand! Surveying a local public school teacher would have offered very interesting insights and perspective of this issue. The insights provided by community participants were considerate and clear thanks to simple, yet though-provoking questions presented in the surveys. Additionally, I tried to provide a "climate of trust" for honest feedback (Axner & Nagy, 2013). I had many long chats with residents on the sidewalk or benches in Gorgas Park and it is apparent that locals care deeply about Roxborough and desire that children are provided a safe place to learn and grow.
REFERENCE
Axner, M. and Jenette Nagy (2013). Section 4. Understanding People's Needs. The Community Toolbox. Retrieved July 11, 2014, from http://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/understand-needs/main