Culturally Inclusive and Open Practices in OST Education Spaces

During November 2022, New America convened a roundtable of out-of-school time (OST) and youth development professionals to better understand how their work connects to digital learning, culturally inclusive education, and open educational resources (OER). This roundtable is part of a series with stakeholders to explore the intersection of culturally inclusive education and digital equity.

Overview

OST programs such as afterschool and summer learning programs in schools, and at community-based organizations, libraries, and museums have existed for decades in communities across the country. Research findings from a number of evaluations indicate that effective programs are associated with improved school attendance and engagement in learning, improved test scores and grades, and frequency and duration of afterschool participation increases benefits. In addition, studies find that programs keep students safe, positively impact student health and wellness, help working families, and improve school behavior. Since the mid-1990s, federal funding for these programs like the U.S. Department of Education’s 21st Century Century Community Learning Centers have increased significantly.

Thus New America invited a diverse group of afterschool, summer, and youth development educators, experts, intermediaries, and leaders from museums, libraries, afterschool programs, city intermediaries, statewide afterschool networks, and associations representing summer learning, and Native Indian education to participate in a virtual roundtable. They discussed New America’s The Representation of Social Groups in U.S. Education Materials and Why it Matters research brief, webinars highlighting the advantages OER, and a series of questions related to digital equity.

Participants kicked off the discussion sharing memories of their own afterschool experiences ranging from organized activities such as sports, music and clubs to informal experiences at neighborhood parks, public libraries, church, and with extended family. Regardless of place, the common themes were safe spaces, caring adults, engaging activities, and a sense of belonging and community.

Major insights from the discussion focused on how the OST education community 1) has similar learner-centered aspirations as their school-day counterparts, 2) could benefit from the same tools and resources for creating culturally responsive education and open educational practices that are available to classroom teachers, and 3) face similar challenges to classroom teachers in ensuring their students have equitable access to digital tools and emerging technologies.

Windows and Mirrors

One of the main takeaways by participants was understanding the significance of Rudine Sims Bishop’s “windows and mirrors” concept where students are reflected in their curricula materials, and are also engaged in learning about the diverse experiences of others. As one participant stated, “You can’t be what you can’t see” and indicated his gratefulness for raising his awareness. Another participant noted the equal importance of “looking out the window” as well as holding up a mirror. Others mentioned that Figure 3 from the New America report (see below) stood out because of the stark underrepresentation of race and cultural groups and also noted the lack of authentic creators of the curricular materials for Tribal communities. For those curriculum developers who have identified engagement as an indicator of quality programming, the research brief findings helped them realize that engagement is connected to representation which in turn can improve program quality and positively impact student outcomes.

https://www.newamerica.org/education-policy/reports/the-representation-of-social-groups-in-u-s-educational-materials-and-why-it-matter/

Educator Prep

To better understand how educators in the afterschool, summer and youth development space are prepared to use culturally responsive materials when they do exist, participants offered practical strategies beginning with an asset-based approach that includes understanding their students' backgrounds and experiences. Others discussed evaluating materials on a yearly basis to ensure better representation of their population, and making time for staff to have learning conversations with each other, pilot new ideas, and imbed the input of diverse voices into designing and implementation of programs. A science museum participant also shared the need to re-examine and meaningfully incorporate expectations from families of student attendees. At the policy level, another participant noted how they are in conversation with state legislators on how and what licensing rules are needed for afterschool program staff to support culturally responsive environments.

Tools and Emerging Technologies

When asked what digital tools and emerging technologies might better serve students, the responses were often focused on the challenges. Participants discussed how the COVID pandemic accentuated the lack of appropriate devices and adequate resources, particularly for students from families who lacked broadband access and devices, and who had to work in order to help feed their families during this time. Although the abundance of awareness may have increased some access to devices and broadband, students and families struggled, and continue to lack crucial media and digital literacy skills. In addition, the ecosystems for technology are not interoperable, i.e. no ability for different services and platforms to interact. For example, educators could have more time to focus on content, if separate learning management systems and apps were integrated and function seamlessly. Communities are also grappling with missed learning opportunities as a result of the pandemic and how to address this with digital tools.

The digital gap between generations continues to be a challenge, and magnified by the deluge of information online that is difficult to navigate and fact check. Libraries often see digitally illiterate parents struggling to register their kids for school, and rely on their children to complete digital forms. In tribal communities, one participant shared, those making decisions regarding access to digital tools and resources for young people are often the traditional elders who distrust technology for a number of reasons, including misinformation, and often refuse to utilize digital tools. At one public library, they tried to provide balanced perspectives for the public, but with so much information coming out particularly during COVID, there was not enough time to vet.

Others acknowledged the educational promise of digital learning, and discussed the opportunities when done well for exposure, connection, and learning. Having media and digital literacy skills along with increased digital access and resources can provide more opportunities for interconnectedness and learning between students, and not just with the teacher. Another shared that good tech in the classroom involves opportunities for students to bring in their own experiences into the design of a project, and the ability to connect and learn from each other. However, as another participant shared, real technology integration in the classroom is isolated as there are not enough qualified teachers to help students become digitally literate.

When asked about the use of open education resources (OER) as a tool for creating and accessing culturally responsive education materials without fear of infringing on copyright, some see using OER as a welcome aspiration. For others, the challenges of using OER include fully understanding fair use and implementation, worry that a for-profit organization will take advantage of OER materials and create a for-profit product, and curating appropriate resources for a particular program. All noted the need for better professional development to understand how best to use OER, particularly as it related to fair use and creating culturally responsive materials.

Conclusion

Roundtable participants reminded us of the rich opportunities effective OST programs can provide when they can engage young people who are eager to learn and explore. They reiterated that 1) young people learn throughout the day, 2) effective OST programs are associated with positive academic and socioemotional outcomes, and 3) OST environments can complement the traditional school day, and have more flexibility when it comes to supporting a diversity of student interests and needs. While some participants were well-versed in culturally inclusive education research, policies, and materials, and OER others were just beginning to explore the possibilities. They also face similar challenges as their school day counterparts when ensuring their students have equitable access to digital tools and emerging technologies.

Given the above, and that fact that school-age children and youth spend approximately 40 percent of their time out of school (as well as 20 percent in school, and another 40 percent sleeping), increasing access and quality of culturally inclusive education materials, learning how to effectively use OER, and providing related professional development for both in and out of school educators are worthwhile investments.

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