Youth also need a place at the table. “Adultism,” a tendency to force the acceptance of choices made without due consideration of the impact on kids, too often drives decisions. Youth do not have all of the answers but can offer perspective. Not only can messaging and ideas be formed more accurately, but youth involvement in decision making can also empower them as leaders who recognize the power of their own voices and of collective action.
It is increasingly recognized that educational models and standards do not fit all situations and schools due to socioeconomic differences, the growing diversity of our national student body, gender and racial biases, and disparate support across the country and even within individual communities. For instance, students atadvanced STEM-based high schools may have greater access to enrichment, mentoring and private sector support compared with those in rural or inner-city environments.
Collective action is needed to counter disenfranchisement, and to ensure empowerment and leadership opportunities exist for all students who need it regardless of the communities in which they live or levels of academic achievement. This acknowledges that external partners and schools can seed the understanding that a four-year college degree is not the only pathway to a successful career. It also acknowledges that there is a business case for supporting students more suited to careers that require a high school degree, two-year degrees, and certifications.
Volunteerism is an important driver of empowerment. Millenials have greater beliefs in the power of volunteering and giving back than do other generations. Harnessing this realization, collectives of organizations and individuals concerned about youth can create opportunities for enrichment and empowerment. Time, money and expertise all are valuable resources, and volunteerism can help to establish a culture of service as a backbone for over-burdened teachers and schools.
Challenges central to how we empower youth require collective action. Partners must recognize that their turn on investment is sometimes tangible but not always immediately clear. As a nation, we need a strategy that is built upon U.S and international examples, research and data. Strategies must be implemented in current language that speaks to youth. And opportunities need to be meaningful both for students but also for organizations who are invested in these opportunities. This strategy must be one that extends beyond political agendas and administrations to provide sustainable growth for schools, their partners, and the youth whom they serve.
Intersection Ideagen
15 Magazine / October 2014