VOICES OF HOPE: YOUTH OF COLOR IN CONTINUATION HIGH SCHOOLS

Abstract

Youth of Color sit at the intersection of multiple systems of oppression--classism, racism, and sexism. Too often, Youth of Color are pushed out of traditional schools and are further marginalized by being assigned to alternative education programs, including continuation high schools. To address a recurring issue of dynamic inequality in which high school youth are marginalized in traditional schools and then poorly served in continuation high schools, the study examined how youth voices could be informed and magnified to advocate for practices and policies that would better serve them. During three cycles of inquiry, we encouraged and showcased the voices of students with the goal of informing educators how to improve education for students in continuation high schools. I worked with 10 continuation high school students over a period of 18 months, using popular education theory and processes, to deeply analyze their stories of individual and collective identity by discussing their histories, values, assets, and interests. When students have regular opportunities to talk to each other with supportive, adult facilitation, they validate each other's experiences and reinterpret them. Through guided self-awareness, students can harness their collective power to understand and interrogate larger systems of oppression, stop blaming themselves, and advocate for themselves to teachers and administrators. Students articulated their desires for teachers to listen, to express care and concern, and to provide opportunities for self-reflection and sharing of experiences. They developed a hopeful outlook and helped educators reimagine the current approach to alternative education. By relying on student voice to disrupt normative educational experiences, we envisioned and enacted different learning outcomes for vulnerable Youth of Color.