LearnmoreMN Blog

Engaging students in the college visit experience

By Adrienne Diercks, February guest blogger

College tours are not rocket science (unless that is what the student wants to explore!). However, the depth and breadth — engaging fully with the experience and the process — is critical to a successful college visit. Earlier this month I wrote about the importance of “why” to a student’s college search. A student who has done the work of the “why” knows herself — her passions, strengths, values, and what she wants to learn from a college search. When she is supported by a trusted adult, knows how to find out what’s “out there” and has the tools and skills she needs to explore her choices, she is equipped to make deductions and analyze her options. It’s easy to look at the surface, but when a student peels away the layers and truly understands what she is looking at, she is able to reach the best decision for herself and her future.

Project SUCCESS has been bringing students to college campuses for 20 years. Over that time, we have identified and incorporated key components to help students peel back the layers and make the best decisions. I want to share a few of these best practices with you. I would also like to hear from you — what best practices have you incorporated? Where and when have you seen students find success in the search process? Please share your thoughts in the comments section below.

Project SUCCESS organizes and hosts state and national college tours to more than 40 campuses each year. These are critical opportunities that inspire and educate students, including many first-generation college applicants, about post-secondary education opportunities. For some students, a campus visit will inform them instantly whether or not that particular campus is right for them. For other students, a campus visit to any college is beneficial to see firsthand what college life is like and to motivate them to start their college search.

Our staff conducts workshops on tour days to help students make the most of their campus visit. Students identify three to five key values they want to see in “their” college. They prepare thoughtful questions for admissions staff.

In addition to the typical student-led tour and admissions presentation, when possible we also schedule a student panel so our high school students can ask current college students candid questions about their college experience. A visit to the office of cultural diversity is important as well, as we bring a diverse student body from a large urban district on these college tours. We eat lunch on campus (in the dining center) and encourage our students to sit with current college students and ask questions.

We conduct neighborhood tours, visiting the community that surrounds the campus. Students ask themselves, “Is this a community that I can see myself living in and that I want to be a part of?” When a school feels like the right fit after a visit, we encourage students to take the next step of scheduling an overnight visit and sitting in on at least one class.

Following campus visits, students' facilitators are available to help them take the next steps in the application process through after-school one-on-one planning sessions. What are the next steps a student should take if he found the perfect school? What if he didn’t find one that resonates?

When students feel that the school they are visiting is not the right fit, we encourage them to think critically about that conclusion. We want them to ask themselves, “What is it that doesn’t feel right to me about this school?  What would make my opinion change? How can I find another school that might have those attributes?”

Virtual tools and online resources are extremely valuable, but nothing can replace the immersive campus visit experience. It completes the foundation of “why” and truly enables students to make conscious, well-considered decisions with confidence, which builds the foundation for success.

Recruitment isn’t enough

By Sunny Kase, January guest blogger

One of the points I made in my last post was that students who come from low-income or first-generation families or who are students of color, are taking charge of their own educational experience on their own terms. Two decades ago, when I was starting my career, I was struck by how much importance was put on “recruiting” students from diverse backgrounds, compared to how much effort was spent retaining and graduating them. Students would come in and basically either sink or swim. It was still a situation where the student was expected to assimilate and conform to their new environment.

At the time I remember hearing a faculty person tell me that “these” students needed to learn how the real world worked and they shouldn’t be coddled or judged by any different standards than the traditional college student. I had helped create an afterschool program on campus where college students received academic credit for tutoring school-aged students. The tutors we hired were the absolute best. Their life experiences mirrored those of the students we were asking them to tutor. The college students could see mini versions of themselves in their students — who could see role models in their tutors.

As a sassy young 20-something just out of college, I remember backtracking to the same faculty person’s office who had given me the original lecture. While I was waiting patiently for him to sign off on the academic credits that our students had earned, I asked him if he thought our afterschool program tutors could be held up as an example of “those” students he was referring to — those needing real life experiences to help them succeed in college. He gave me another very long lecture on measurable results and not having a large enough of a pool to base this on. He also said he would be interested in knowing if any or all of our eight tutors even graduated. “You see we can get these students in our doors, but what they do here isn’t something we can control.” Hmm…I clearly remember walking out of his office wondering how long it would be before he retired.

Fast forward 20 years and I can see that the climate on many campuses has changed. Overall, the focus is less on recruiting students and more on actually retaining them and supporting them to graduation. There are many great programs like TRiO, College Possible, AVID and Achieve that help bring college-ready students to our campuses. The challenge still lies in how to get them from admission to graduation. My afterschool tutoring program is just one example of students finding places to volunteer where they can work with kids whose backgrounds mirror their own. There are many other amazing efforts — study abroad experiences that are culturally relevant, internship programs that allow students to work with and for other first-generation and people of color, and post undergrad prep programs that identify students early on to go to grad school and beyond.

Where I have witnessed the most innovation and change on campuses is when students, staff, faculty, alumni and community members have worked to cross-germinate and find interesting solutions on how to recruit, retain and graduate ALL students. Oh and for the record — ALL eight of my original afterschool tutors did graduate from their four-year institutions. Four of them went on to become licensed educators, one is a journalist, one is a physician, one has his MBA and works for a large Minnesota company and one works as an admission officer at his alma mater.

Putting themselves out there

By Sunny Kase, January guest blogger

Getting into college can be hard. Students spend hours in the buildup — researching campuses, studying, taking the ACT, filling out application forms, choosing the right school and finally actually graduating from high school. Then when they actually get to college there can be a real panic when students wonder, “What am I doing here? How did I get here? Am I supposed to even be here?”

For a low-income student, or a student of color or a student who is first in the family to go away to college — all of those above challenges and anxieties are heightened. With all of that going on their internal and external self, then someone, maybe another student or someone who works at the college asks the question, “What are you?” Hmmm…that is a really loaded question because it asks someone to choose one or two or more pieces of their self so others can put them in a box.

I’ve been working on college campuses for the past couple of decades in a variety of capacities and lately what I am struck by is a wonderful boldness in students. They don’t allow themselves to be put into neat little boxes that allow others to define their identity. They are now creating language and words and communities where they are defining themselves. I’ve been to lots more student-led activities that are about valuing the whole student life experience. Here is an example:

Years ago I went to an event at a campus that was billed, “Cinco de Mayo. Come learn about this special day. Free Taco Bar!” When we got there it was clear that there would be a panel of Chicano-Latino heritage students whose role was to educate their white counterparts on what Cinco de Mayo is. And yes, there were free tacos afterward. The question that opened the panel was “What are you?” When a panelist replied, “What do you mean?” he was told, “Well tell us where you are from.”

Recently I was invited to an event on a campus that was all about empowering younger Latino students and their families in how to go to college. It was hosted by a student group on the campus and a staff person. A lot went on at this meeting that was welcoming and empowering. For one, the people organizing the event reflected the population they were trying to reach. Another aspect of success was that there were lots of opportunities for non-English speakers to engage. Parents could ask questions in Spanish and staff people were on hand to respond. Most importantly, no one asked “What are you?”

This is bold and not in a condescending way. Students are simply taking charge to leave a legacy at their campuses not only for other students who are like them who have had similar experience. It is also bold because these students are leading their larger student body to understand who they are on their terms. Not only can this impact future admission of low-income, first-generation and/or students of color, it also directly impacts the retention of those students themselves. We know that if college students are able to find opportunities to advocate and interact with a community that reflects their own experience, they are more likely to graduate.

If our college campuses are smart they will listen to this boldness. They will hear the voices of these students as their future.

Minnesota College Knowledge Month provides support to increase college access

By Chris Franken, September guest blogger

College Knowledge Month — a statewide effort to help high school seniors explore, plan and apply for college will occur during the month of October. For the past three years, I have had the opportunity to represent the Minnesota Association for College Admission Counseling (MACAC) on the MN College Knowledge Month (CKM) Steering Team. The steering team is comprised of individuals who represent a broad network of Minnesota educational institutions, agencies, organizations and non-profits. First launched in 2011, the initiative evolved in 2012 to include 106 registered high school sites and nearly 200 volunteers impacting approximately 16,000 students.

There are 109 sites registered to participate in CKM events and activities for fall 2013. CKM steering team members helped craft a calendar of exploration, planning and application resources to benefit students throughout the month. Application fees and fee waiver information for Minnesota colleges and universities have also been compiled.

College Knowledge Month aims to:

• Help schools establish and/or build upon a culture of college-readiness.
• Communicate to all students the importance of preparing for and applying to college.
• Engage and inform underrepresented students (first-generation college students, students of color, and low-income students) about postsecondary opportunities, culminating in the application process.
• Provide a statewide message and excitement about exploring and planning for college.
• Increase the number of Minnesota seniors who apply to college.

A month-long effort will allow students to do more than just submit an application. Applying is only one step of the college application process — the result of thoughtful exploration and planning. Within this expanded time frame, students can participate in the application process at their own pace — and find the best college fit for them. Counselors and high school staff will have more time to draft recommendations, secure transcripts and/or application fee waivers and support underrepresented students. Schools can build upon or establish a college-going culture by utilizing the college exploration activities that already take place in the fall of the academic year. October is a natural time for this to occur, since there are already college exploration opportunities taking place across the state (i.e. NACAC National College Fair, local MACAC college fairs, early application deadlines, college visits).

The impetus for improving college access in Minnesota by launching a college application initiative is an effort to address challenges faced by our state. Changing demographics suggest a majority of projected growth among Latino and African-American students. These same students are often first-generation and may come from lower-income families. Rising college costs and financial aid issues, as well as perceptions of students themselves all play a role in creating barriers. Although there is likely no aspiration gap among underrepresented students, without role models or supportive adults to help guide them, many of these students may feel as if college is not a realistic or attainable goal.

College matters. It matters to our nation, our state, and our communities. And, it matters to our students. Through MN College Knowledge Month, representatives from institutions, agencies and organizations will collaborate at a very local level in an effort to remove barriers and increase access — because college matters.

Moving forward, looking back

First-generation college students reflect on their college journey

By Rashné Jehangir, February guest blogger

Retaining students in that critical first year of college warrants the attention and resources that most campuses invest in — particularly when we know first-generation students are nearly four times as likely to drop out of college after their first year, compared with their more traditional peers. But there is an increasing call to consider the experience of these students throughout the college journey.

In my last post I wrote about the importance of creating classroom spaces for students to share their narratives. To extend that conversation, I would like to share some preliminary results of a current research project in which I conducted focus groups with first-generation, low-income students who were juniors, seniors and recent graduates in Minnesota. The intent of the study was to understand how these students — these so called “success stories” — had navigated the academy to make the progress they had. Several key themes have emerged in early analysis and I will highlight two below:

Visible/Invisible: Students were acutely aware of grappling with their multiple identities throughout their college careers. They talked about feeling at once isolated and singled out, particularly those low-income, first-generation students who were also students of color or immigrants. As one student, Monica, said:

“Coming into college was really hard for me to find people that looked like me. I was scared of what the classes would look like. I came from a Saint Paul public school, and I would look around and I would know that half of those students were in private schools, they have a better education then I do, they come from better families, so it was really intimidating like I didn’t know if I could be as good as they were."

Perpetual Border Crossers: Students also talked a lot about the chasm between their home world and the world of academia. This chasm was complicated by parental expectations of success in college while still maintaining familial roles, responsibilities and cultural perspectives. Dawb, an immigrant first-generation student said:

“Sometimes you have to abandon some of who you are and adopt to some of who they are in order to have more access and more opportunities, so you have to adopt the culture… and give up some of your culture. But when you do that, people from your culture think differently from you.”

They described their place in college as a burden of privilege where they were both excited by the opportunities ahead and overwhelmed at being the constant role model for their family and community.

Students also talked about how they sought to manage this constant ambivalence by seeking out safe places and allies who understood the tightrope they walk as they tried to make sense of their own identities. Many students noted that summer bridge programs were the most meaningful and useful conduit to academic and social integration in college. TRiO programs and multicultural offices with staff who understood their lived experience also got high marks. They had several suggestions for faculty and administrators — a common one was a creation of some sort of safety net for mistakes — the kind that parents of students whose parents went to college have in the form of financial support and advocacy. The other suggestion was for staff and faculty that reflect the changing demographics of the study body. Finally, prior to making policy decisions about first-generation students, they asked that institutions find a way to listen to their needs.

As David put it: “just listen, and think about what it’s like to be in our shoes.”

There is a lot more to add, but this is all I had space for today.

Telling stories in school

By Rashné Jehangir, February guest blogger

Last year my 5-year-old kindergartener came home from school and proudly proclaimed: “We are writing personal narratives in class!” I tried to contain my glee and asked for an explanation of these big words. She said matter of factly: “Well, it a story about your life that you write and then share with your class.” From what I heard, this assignment generated a great deal of excitement in her classroom in St. Paul. Stories matter — whether you are 5 or 55, the opportunity to tell your story is powerful. Yet, so often in academia, we implicitly ask students, particularly first-generation, low-income students — to leave their stories outside of the classroom. Instead, what if we as educators intentionally designed opportunities for this new majority of students to share their personal narratives in class and integrate this type of reflection into course objectives?

We often celebrate this expression of voice in young children but the space and time to do the same in higher education is limited. In some cases, the value of narrative is undermined as “anecdotal” and contrary to the real academic work that happens in college classrooms.

Here’s the rub: The composition of our college campuses is changing — and with it the narratives that shape how and which students get to college. What will sustain them through the journey is changing too. Today more and more students who are first-generation and low-income are getting to college, but it is well documented that (Engle & Tinto, 2008) a disproportionate number leave without a degree and with considerable debt (NYTimes.com). We know that financial constraints, perceived and real gaps in academic preparation, family commitments and distance both literal and metaphoric between campus and home worlds contribute to the lack of belonging. To challenge these issues requires creativity and a shift in what we consider valuable in the academy. And this is one place where the stories come in.

For the past 10 years I have been researching first-generation students’ perspectives about spaces that allow them to give voice to their own experiences. This research has been imbedded into my teaching with an effort to intentionally design opportunities for students to share their lived experiences as a means of deepening written and oral skills as well as expanding their perceptions of the diversity in their classrooms.

In the excerpts below, two first-generation low-income students describe their participation in a Biographical Object assignment where students write about a meaningful object in their lives while also sharing the story in class:

“When we shared our biographical objects, I feel that we share about our past, ideals, ambitions and values. We are more in tune with each other and how it relates to what we are learning in class.”

“I have been trying to fit in this society since the day I got here, to be able to succeed and be part of this country that has too much to offer. When we did this activity I realized how everyone is the same. We all have memories that make us remember who we are and what we are fighting for. I felt how I was part of the class and part of the university and its students… I am not so different.”

For these students the narrative medium invited them to the center of the classroom experience and created space for reflection on self while also connecting more deeply with content material and the experience of others.

It is critical to know and understand the stories that constrain the first-generation journey in college. We can use these lived experiences as a means of informing practice and policy on campus. But it is equally important to ensure that this narrative of limitation is not the primary and defining story of who first-generation students are. If your story already defines you based primarily on your perceived deficits, it is harder to feel like a full citizen on campus. Nigerian author Chimamanda Adiche describes this as “the danger of the single story” — a narrative that collapses and flattens who you are. First-generation students are not a homogenous group and giving them intentional spaces to tell their own stories can go a long way in cultivating a sense of full citizenship in the academy and teaching how we can better support them.

Support low-income, first-generation and immigrant students in transitioning to college

By Awo Ahmed, November guest blogger

Colleges can encourage and help first-generation, low-income and immigrant students transition into post-secondary education by working with students early in their high school years. They can also help these students when they first arrive on campus.

In my previous blog post, I talked about the financial burden low-income first-generation and immigrant students face when they come to college. Providing institutional financial aid that covers large financial gaps will help students focus more on academics and less on how to pay for their education. In addition, expanding work-study programs geared toward campus engagement can alleviate some of the financial burden and make sure students are active within their communities and campus. Research has shown that students engaged in campus activities are more likely to graduate from their institution. Involving parents early in their child’s post-secondary education is also very important.

Providing educational workshops about the financial aid process and tools can be significant for parents. A great example is the FAFSA online application process. It might be easy for some of us to understand, but for parents who are new to the country, the financial aid process has a lot of jargon that is confusing and complex. Introducing financial aid literacy tools for families and students will assist them making a good decision on schools that are affordable and a good fit for their child.

Another strategy colleges use to ease the transition between high school and college for low-income and first-generation and immigrant students are bridge programs that take place about a month before the academic year starts. The goal of these programs is to provide early exposure to academic and social resources available to students on campus. Students from such backgrounds aren’t aware of all the different programs and services that exist. Summer bridge programs provide that extra help. Staff and faculty members help students navigate and connect with these resources on campus. Students are encouraged to get involved in student activities and clubs to integrate into the campus life, creating a personalized college experience for students.

Furthermore, creating a strong first-year program such as freshmen achievement courses or freshmen study groups and making participation mandatory or highly recommended can help students transition academically from high school to college. Providing tutoring, study groups and academic support services through faculty and staff can have a lasting impact on the students overall academic performance throughout their college career. The support network students establish during their freshman year can open doors of opportunity later when they want to reconnect with those staff and faculty for research opportunities or general advice. The goal of these networks is to provide not only academic support but also social support. Having the opportunity to talk to faculty or staff about future career goals or graduate programs will help students make decisions about their future.

First-generation students — whether native-born Americans or children of immigrant families — will face challenges and barriers to college access. However, there are many ways to reach out to these students and ensure that they have a chance to succeed in post-secondary education. This is vital to our success as a nation.

Let’s give first-generation students a jumpstart on college

By Awo Ahmed, November guest blogger

We often hear in the news about first-generation, low-income students. The context of these discussions is always about American-born students. Rarely do we talk about immigrant students and the difficulties they face. In both cases, students don’t have a parent who attended or graduated from college to guide them through the challenges and steps necessary to get accepted to an accredited institution of higher education.

We need to develop strategies for working with low-income, first generation students. These strategies can come in many forms. The earlier students are exposed to the idea or connection between attending colleges and the possible careers they can pursue, the more engaged and active students will be.

The demographics of our state are changing drastically; first-generation Minnesotans will have a vital role to play as our population dynamics change. Unfortunately, research shows that low-income and first-generation students are less likely to complete college. We need to increase the retention rate for low-income, first generation students.

After I graduated from college, I joined College Possible as an AmeriCorps college coach for low-income, first-generation and immigrant students. One of the challenges these students face when they attend college is financial struggles. Low-income, first generation and immigrant students often work outside the campus and feel disconnected. If financial struggles overwhelm them, the student will more likely choose his/her job over their college education because they have a stronger connection with their job.

Colleges need to develop strategies to keep these students more engaged in campus activities. Finding a job on campus can help the student stay connected. Awarding institutional scholarships based on need can reduce the financial worries. As a college coach, I acted as a mentor to about 82 students and they benefited greatly. They would come and talk about their problems in class or in their family life and I would direct them to campus resources and staff and faculty who could help.

Low-income, first-generation students don’t seek support when they need it most. A lot of colleges have the TRiO program, where students meet with an academic adviser to talk about classes, career plans and so much more. This is a vibrant resource which promotes both academic success and campus engagement.

These student support services can help the student stay connected and increase student graduation rates across the board. When parents can’t help their child solve problems with school, students need guidance from their school in order to succeed. Colleges also need to get families involved early, discussing financial aid, the application process, scholarships and possible careers their child can pursue. This will enable families to get a basic understanding of how the system works and ways they can help motivate their child in the process.

Institutions of higher education also need to show their presence in high school career and college fairs. They can encourage the students to take AP classes, provide after school information nights for students and families, and arrange campus visits with high school counselors.

Getting the message out early and supporting them when they get to college — will give these students a glimpse of hope.

First-generation students are everywhere

By Victoria Svoboda, June guest blogger

In my last post, I asked people to consider what (more) they can do to improve the experiences of first-generation students. Since then, when I have talked to people about my interest in working with first-generation students, I am often met with surprise. I hear things like, “But if you work at a private college, aren’t all of your students wealthy?” or “Well, I work at a community college, so I already know how to serve diverse students.”

I understand why people make such assumptions. When I was looking at colleges, I never considered private schools because I thought only rich people went there. I did not know then what I know now, that the “sticker price” is not the only price you should notice. (See this NPR story for more info on pricing.) I also remember a faculty member in the Social Justice Training Institute, who often says, “Just because you are, doesn’t mean you understand.” Two-year institutions and public institutions generally have a longer history serving first-generation students, but that does not mean the work is over.

Gratefully, we have resources available to help first-generation students and their families learn more about college options. College Possible, Minnesota College Access Network, TRiO programs, and similar organizations have made a significant impact in our communities, with first generation students enrolling in greater numbers at a larger variety of institutional types. For example, in the last 40 years, the gap between first-generation students enrolled in public institutions versus private institutions is half of what it was.

About 20% of the undergraduate students on my campus are first-generation. This surprises those who believe private education is not an option for first-generation and/or low-income students. It no longer surprises me, but it does make me think about how no matter where you work, you have opportunities to improve the experiences of first-generation students. I just returned from the Working-Class, Poverty-Class Academics conference, in which faculty, staff and students at all institutional types discussed how our own backgrounds influence our work, and what we can do to continue making a difference.

Students at the University of Wisconsin-Madison organized a Working Class Student Union, and in addition to making class more visible, they are also working on coalition-building because they know anything that improves the experiences of immigrant students or low-income students, for example, also improves the experiences of first-generation students. They hope to work for equitable and inclusive campus environments for all students.

A staff member from a regional public institution discussed her work in reforming the typical internship requirements, as many of the first-generation students on her campus were so busy working they did not have the time or funds to find unpaid internships that many say are necessary for building one’s career. (See this interesting NY Times blog for more discussion on unpaid internships.)

A faculty member from a community college discussed his institution’s training for faculty/staff, in which the institution instills a pride in serving working people. For them, it is not a matter of charity or helping the less fortunate. Rather, they take pride in their “universal design,” knowing that when they are transparent in their services, it benefits all students and not just those who are first-generation.

Wherever we work or volunteer or have influence, we have opportunities for improving first-generation student experiences, even if the only thing we do is ask our colleagues or friends or family members, “How does this [policy, program, publication, process] support or discourage first-generation students and their families?” Thank you for helping to advance the conversation.

Educators and administrators can positively impact low-income and first-generation college student experiences

By Victoria Svoboda, June guest blogger
 
‘“First-generation” college student’ can be a confusing term. Some researchers use it to define college students whose parents have not obtained a four-year degree. Others suggest it only applies to students whose parents have never attempted any postsecondary education. Regardless of how it is defined, being “first-gen” brings significant implications. Things that seem normal or obvious to some students, things that everyone should know, are simply not known to first-generation students. This lack of cultural capital impacts the students’ experiences, as it did my own over 20 years ago.
 
As you start paying attention to low-income and first-generation stories, you may find the media and research representations are downright depressing. While hosting the Minnesota premiere of the documentary First Generation at the University of St. Thomas, I was delighted to see many colleagues from local colleges/universities and representatives from nonprofit programs designed to increase the college attendance and success rates of low-income and first-generation students. I think few were surprised, but many dismayed, to view the statistics about how few students will actually “make it.”

I also was concerned about the stereotypes presented about first-generation students. For example, not all low-income students are from single parent homes. And parents of first-generation students should not be blamed for students’ difficulties in college. (See Paul Gorski’s work on deficit ideology to explore this topic further.)
 
You cannot escape the gravity of the situation. In the New York Times, you can read about the Reproduction of Privilege, or how the college opportunity gap between the highest and lowest income brackets is worse today than ever before. On MPR’s Bright Ideas, you can hear Jim McCorkell, CEO of College Possible, articulate the complexity of challenges facing first-generation low-income students, and the inequitable outcomes that follow (e.g., 80% of students from upper income backgrounds earn four-year degrees, while only 8% of students from low-income backgrounds earn four-year degrees.)
 
Certainly, there is cause for alarm. However if we only are exposed to bleak statistics, it can leave us feeling overwhelmed, hopeless, or perhaps even worse, indifferent to the inequitable outcomes. We may not know where to begin assuming responsibility for making things different than they are today. But every change starts somewhere and every one of us has the power to influence the environments around us.
 
For example, a professor I know uses classroom time for all assigned group work, because she knows many first-generation students live and work off-campus, so they have a harder time connecting with peers outside the classroom. A front-desk staff person I know helped re-write his office’s materials to translate academic terminology because he knows that not everyone understands a credit, a term, etc. An administrator I know helped develop an academic leadership minor, because she knows first-generation students are less likely to have the time or encouragement to assume volunteer leadership positions in campus clubs or organizations. A college admissions counselor I know makes a point of sharing his own story, saying he never thought he could attend a private college because of the sticker price, but he learned that there is significant aid available, so the students he meets shouldn’t rule out a private school. 
 
Each change, though small, is significant for those students who benefit from the action. In my next post, I will share more examples of what one person can do to make a difference, and would love to hear from you about what additional actions you are taking, in your homes, at your workplace, in your community, to disrupt the reproduction of privilege and open doors for a larger part of our community.