Fall 2016 Surveys - All Students Page 1

About CLP Students: Fall 2016 Student Survey Results

The Fall CLP Student Survey was distributed to students in core CLP classes at the beginning and end of the semester. A total of 146 students completed surveys at the beginning of the semester and 123 students completed surveys at the end of the semester, with breakdown by college as show below:

College % of Survey Respondents (Beginning)

% of Survey Respondents (End)

DeAnza College (San Jose/Cupertino) 12% 40%

Henry Ford College/Macomb Community College (Southeast Michigan)

14% 10%

Los Angeles Trade-Tech/CDTech (Los Angeles) 32% 26%

Maricopa Community College District (Phoenix) 5% 0%

Minneapolis Community and Technical College (MCTC) (Minneapolis-St. Paul)

23% 11%

City College of New York (CCNY) (New York City) 14% 13%

Specific classes surveyed were: Critical Consciousness and Social Change (DeAnza College), Introduction to Community Leadership (Henry Ford College), Leadership Development (Macomb Community College), Public Policy/State and Local Leadership (Maricopa Community College District), Community Development and Indigenous Cultures and Politics, Media and Community Organizing (MCTC), Introduction to Community Organizing (CCNY).

Students in Community Change Classes at a Glance

80% are students of color 68% are low-income1

Over 60% work part or full time while studying (a third work in a community change-related field) 40% are the 1st generation in their family to attend college

55% are women 56% are over the age of 25

70% plan to transfer to a four-year degree program

1 Defined as household income less than $50k or 200% of poverty for family of four.

Fall 2016 Surveys - All Students Page 2

Why Study Community Change?

How Students Learned About the Class Overall, a third of the students learned about the CLP class from the college website and a quarter from a community leader or organization. Overall, the small percentage hearing about the CLP class from college advisors suggest the need for more outreach to advisors.

[N=137, Students could “check all that apply”]

Why Students Enrolled in the Class Students most frequently enrolled in the CLP class because they wanted to learn to make a difference in their community and out of interest in the topic. Of the latter, some noted knowing they wanted to learn about community change while others commented that “It sounded interesting.” Only 1 out of 5 enrolled to meet degree requirements (this included a mix of student in the CLP degree and other majors).

[N=127, Students could “check all that apply”]

A quarter of the students noted other and/or additional reasons, including:

To learn skills for working in community organizing and/or community change nonprofit organizations. These students worked in the field in past and/or hope to in the future.

To explore an academic interest, e.g., history of social movements, history of my people, politics.

Because the content is relevant to their major, e.g., political science, journalism, psychology, social work.

“This class is extremely relevant to my major - Journalism. I want to emphasize what's happening not only on a national/global level, but what's happening in our backyards.” “It's good information to use in any field or career path that you choose. It helps to know what social skills you need when dealing with people.”

“I had been out of community activism and felt there new tools that would help me strengthen my skills and help me focus on what direction to go.”

Fall 2016 Surveys - All Students Page 3

Issues Students Care About and Want to Do Something About 95% of students identified a social issue they care about and want to do something about, and at least half care about multiple issues. At least 20% of students identified each of the following:

Housing issues – including affordable housing, gentrification and displacement, and homelessness (especially for youth, veterans, and Native Americans).

Poverty and inequality – including job opportunities, minimum wage, and community economic empowerment.

Violence and the criminal justice system – including police brutality, school to prison pipeline, mass incarceration, returning citizen rights, community violence, and gender-based violence.

Education – education rights and reform, access to program to help children and youth succeed in school, funding for public education, and access to higher education/free community college.

Others included: immigration, LGBTQ rights, racial equity, health access and equity, mental health, youth empowerment, the environment and environmental justice and sustainability.

Students Past Experience with Community Change (coming into the class) Over 80% of students in CLP classes reported being active in some form of civic engagement upon entering the class:

What it means to be a change agent in the words CLP students….

“It means that I can work with people and leaders and advocates to make necessary changes in communities that face alarming inequities.”

“It means taking my power back and being able to empower my community to create change for themselves.”

“It means you listen, you help build, and you harbor knowledge to help people in your community. It means you are an activist and advocate.”

“It means being able to inspire people in the community that there can be a change for the present and future.”

“It means to be able to organize a community to be heard and respected.”

Fall 2016 Surveys - All Students Page 4

They have been founders, presidents, members, paid staff, interns, and volunteers at a variety of nonprofit, student, and community groups. The majority of students have been involved with groups that “help others.” They have mentored youth, volunteered at homeless shelters, brought food to homebound seniors, volunteered with suicide prevention efforts, and worked in a community garden. Some have been involved with groups and coalitions that organize to address systemic issues – civil rights, immigrant rights, tenants’ rights, rights of currently and formerly incarcerated people, advocacy for Latino and Native American communities, education reform, and health equity. Those active on campus have been involved with clubs advocating for undocumented students, a gender resource center, a Native education initiative, student cultural centers, and on-campus organizing campaigns and voter engagement. Where Students See Themselves Working in the Future (coming into the class) Over 90% of students enrolled in CLP classes see themselves doing something to bring about change in their community and/or around the issues they care about.

35% see themselves starting or working in a nonprofit organization.

Close to 15% know they want to work in community development or community organizing.

Close to 15% know they want to “make a difference” and “work with the community” but aren’t sure what type of work they want to do.

About 10% each see themselves working in law (typically pubic interest), government, the health care sector, and education (public schools, higher education).

Others see themselves as socially-conscious artists, filmmakers, storytellers, journalists, and social entrepreneurs.

“I want continue to lead community organizing on different issue we go through...my most passionate is to help currently and formerly incarcerated because I've walked in those shoes.” “I would like to work for a non-profit for youth who are affected by drug abuse and push for stronger policies to change outcomes for Native American youth.”

“I'd like to do artistic work with marginalized communities to help them tell their own stories.”

“Whatever I do, I want to always be active in my community, helping women, educating young people.”

Fall 2016 Surveys - All Students Page 5

What Students Need to Find Their Change Agent Path When asked what support they need to pursue their goals, students most frequently noted the following (between 20-25% of students identified each of the following):

Financial support (loans, grants, donations)

Professional networks, connections, and mentors

Further education, complete degree

Additional specific knowledge and skills – knowledge of community development, public policy, how to organize, oppression; leadership, pubic speaking, communication, grant writing skills.

Work opportunities and experience – through paid work, internships, and volunteering

A smaller number of students also noted needing to push themselves more to stay focused and also needing a “support group” of friends and family who can push them, support them, and cheer them on.

Impact of CLP on Student Goals, Knowledge, and Skills 90% of students reported that the CLP class influenced their civic engagement goals (how you want to be involved in the community), and the large majority were influenced a great deal. Over 80% reported that the class influenced their education goals (degree they want to pursue), and most of these were influenced a great deal. Over 70% reported that class influenced their thinking about their career pathway, and most of there were also influenced a great deal, as shown below:

“The obvious support needed is financial support but more importantly, the connections and marketing myself to get a ‘break’ in the field.”

“I'm on my way but would like more leadership skills and connections.”

“I would like to connect with others who are doing similar work and build a network... I don't have a lot of access to community resources.”

“I think we need more internship that can link you through school.”

Fall 2016 Surveys - All Students Page 6

Comments About Civic Engagement Goals While students were already involved in their community upon entering the class, the CLP class influenced them to think more critically about why and how they can and should be civically engaged. Students commented that the CLP class:

Opened their eyes to the many different issues affecting people in the community and “in the world” and how they are connected

Made them realize how important it is to get involved and the many different ways to get involved from helping others to changing systems

Sparked an interest in getting involved in organizing and more “politically conscious” work and efforts focused on “dealing with issues of injustice”

Provided information and skills needed to be an agent of change and motivated them to want to apply these skills for community benefit.

As a result of the class, some students reported taking action – a few joined community boards, some joined organizations... ” Comments About Education and Career Goals Comments from students suggest that the CLP class influenced education and career goals in several different ways. For many, the class “reaffirmed” their chosen pathway. For those already on a community change pathway (e.g., majoring in community development, planning, or leadership), the class helped them better understand the various career options in that field and gave them “much clearer direction on what to do next” and helped “narrow down my starting point.” For students in other majors (e.g., pre-law, education, social work), the CLP class still reaffirmed their chosen pathway and also showed them how they can use that pathway affect change. A smaller number of students commented on how the class introduced them to new ideas about their pathway, including changing their major and exploring a career in community change.

“I started to think more analytically and specifically about how, if and where I can make changes in the world.” “It was great to hear about the work of visitors/activists, which has inspired me to look into politically conscious work.”

“This class opened my eyes to the different types of movements... Now, I feel like there is so much to do, in so many different areas.”

“I still am unsure on my exact educational and career path, but I have begun to think more critically and proactively about them, with an understanding of how I'd like to be socially and civically engaged.”

“After taking this class, I know for certain I'd like to pursue a ComPlan degree ... this class has helped me decide the kinds of things I want to tackle.”

“I had shelved pursuing a degree, but now I’m re-considering. I have a clearer idea of what I want to do and clearer understanding of my interest.”

“I started this program with an education goal in mind. This class showed me where my goal could take me.”

“This class really made me want to start my own organization. It helped put in perspective what steps I should take and how obtainable that goal can be.”

Fall 2016 Surveys - All Students Page 7

What Students Better Understand as a Result of the CLP Class At the beginning of the semester, over 80% of students reported that their knowledge of core community change topics was moderate to none. The only exception was with the topic of power, privilege and oppression – where a third of the students reported a great deal of knowledge coming into the class. At the end of the semester, the majority of students reported that the CLP class contributed a great deal to their knowledge and understanding of core community change topics as show below.

(N=118)

The examples students gave of what they learned varied some depending on the focus of the class. At the same time, students across CLP classes consistently reported gaining a better understanding of the concepts, context, and structures for civic engagement and community change. They not only learned more about their own community, but gained a better overall understanding of “how communities work, who you need to work with, and what it takes to bring about community change.” Students reported that by learning the concepts and terminology, they are now better able to articulate their own viewpoints about social issues and their own visions for change. Further, they feel both better equipped and more confident to take action. Specific examples of what students understand better included:

Power, privilege, oppression. Students at DeAnza College in particular noted having a better understanding of systems of oppression and the intersections of race, class, and gender. Students at other college noted better understanding notions of equity and disparity and being more aware of who has access to information and resources.

Social movements. Students at DeAnza College, MCTC, and LA Trade-Tech in particular noted better understanding the history and theory of social movements, the roots of protest movements and why they fail or thrive, how movements work and produce change, how to engage in them, and how protests connect to movements.

Fall 2016 Surveys - All Students Page 8

Community organizing. Students at MCTC, CCNY, and at Henry Ford College in particular noted better understanding the job of an organizer; the “language” of community organizing; how power works; how groups organize to gain power; and how to plan and carry out a campaign.

Government and nonprofits. Students across CLP colleges noted better understanding how the government and nonprofit sectors are structured, the relationship between them, and how each relates to the community. They also learned how nonprofits get started, how they work to accomplish their goals, the role they plan in communities.

Leadership development and the role of leaders in organizations and campaigns.

Community development history and strategies. Students at LA Trade-Tech and MCTC in particular gaining a better understanding of how the community development process works and projects are funded, how developers influence policy, the role of nonprofits in community development, land use, job creation strategies and small business development.

Voting and elections. Students at LA Trade-Tech reported learning about the importance of voting, voting terminology, voter demographics, election politics, and the Electoral College (what it is and why it exists).

Media. Students at MCTC reported gaining a better understanding of the role of the media in social movements, and how media “portrays minority Americans” and “shapes public opinion.”

CLP students empowered by knowledge...

I feel more comfortable speaking about issues I care about.

Now I feel responsible to take action and help change the things I can.

I can influence a group better.

I am confident that I could be an asset to a campaign.

I understand what it takes to begin and maintain a campaign better.

I feel I can further pursue my organization or community organizing plans.

I am more open to sharing my thoughts and ideas...I’ve become bolder and more confident to fight for change. I can now look at issues with a deeper lens.

I understand why I hold the philosophical positions that I do.

I can confidently think and speak with my own opinion.

I am more capable of being a citizen who can contribute to positive social change.

I can be a stronger ally and leader.

I feel that I can take part in organizations to make changes.

I am less afraid to speak my mind about issues that matter not only to me, but people around me.

“Now I feel good to go vote....POC vote counts!”

Fall 2016 Surveys - All Students Page 9

What Students Know How to Do as a Result of the CLP Class The majority of students reported that the CLP class contributed a great deal to their change agent skills in all areas. As show below, CLP classes had the greatest impact on students’ ability to listen actively to others and build relationships/work with people from different backgrounds:

(N=118)

Across all CLP classes at all colleges, students consistently gave examples of how they applied communications skills, especially listening to, engaging with, and building relationships with people from different background and diverse points of view. They applied these skills in class, work situations (paid and volunteer), home life, and everyday interactions. Many students described feeling better equipped to engage in conversations about social/community issues, better able to understand opposing views, and more conscious about how to engage with those whose views they oppose. Some noted that the class prompted them to have conversations about the election and helped them bring to these conversations an analysis of “what happened.” In other examples, students said that listening and communications skills helped them:

Better give and take critique at work

Address problems with co-workers

Learn more from conversations (e.g., by using raps or talking points)

Listen more before speaking (e.g., in class, clubs, community)

Voice own opinion at meetings on campus and in the community, speak in public with more confidence

One student was even empowered to leave her job: “The class helped me understand that some things should not go ignored, like a sexist boss at work. It was time to stand up for myself.”

Fall 2016 Surveys - All Students Page 10

Students gave numerous examples of how they applied other concepts, techniques, and skills in class assignments or outside of class in civic engagement activities. Examples shared included:

Organizing skills. Students gave examples of applying tools and techniques for: power analysis, campaign planning, community asset mapping, data analysis, research, public speaking, looking for funding for social entrepreneurship, effective one-on-ones, and developing leaders.

Problem-solving skills. Students gave examples of using solving problems at work, using class readings to inform “which way to go about solving a real-life situation in the community,” and applying the problem-posing method in an activity.

New concepts and frameworks. Students shared examples of applying new concepts and frameworks (e.g., intersectionality, leadership models) in groups and campaigns they were part of.

Social issue analysis. Students generally commented about being better able to analyze world and community events, look at root causes, and understand “why some issues get more attention than others.”

Some students also reported applying knowledge and skills learned in the CLP class to other classes. Examples included: improved analysis and argument in written papers/essays, asking “why” more, applying new theoretical concepts, writing about social movement leaders, and applying understanding of indigenous cultures.

“I successfully spoke to my co-workers about racial injustice like systematic racism and racial discrimination.”

“While I was phone banking for a political campaign, I thought about what we learned about government while listening to people's opinions and asking them questions.”

“I used empathetic listening to help volunteers and peers feel appreciated and heard in ... Then implementing shared ideas to promote democracy.”

“I use the things I've learned to discuss the issues our community faces. I'm in a club called Students for Justice that uses the topics and it helps to have more than an uneducated opinion.”

“I have been engaging others in my community and have opened up discussions about tough topics in a way that included everybody's voice.”

“I worked with 3 others to organize a rally on campus that over 100 came out to. We wrote a press release and media from various networks came. We wrote a letter to the chancellor and delivered hundreds of signed petitions asking CUNY to become a sanctuary campus. A week later, the chancellor released a statement stating many of the things we asked.”

“I learned a lot with how to proceed with a campaign and why. I’d like to use that knowledge. I can see where we went wrong in a lot of instances as youth trying to organize other youth.”

Fall 2016 Surveys - All Students Page 11

What Students in CLP Classes Want to Explore More Deeply as a result of the Class CLP classes inspired nearly all students – over 90% - to want to learn more about social justice and community change. Topics students want to learn more about included:

Community organizing strategies, skills for building and carrying out organizing campaigns, power analysis, how to use media/social media in organizing, how and when to use direct action.

Community development strategies (e.g., affordable housing development, asset mapping and development, small businesses development).

Social movement history (e.g., civil rights movement, anti-slavery movement) and social justice movements of today (e.g., Zapatistas, Movement for Black Lives, climate justice, and women’s rights) – how they start and how they build power.

Social, political, and economic theories (e.g., alternatives to capitalism, alternatives to banking education, cultural hegemony)

Public policy, how systems work (e.g., criminal justice system), and alternatives to systems that oppress people.

Leadership development, different leadership styles, how to get involved in “political leadership.”

How to start, run, and sustain community nonprofit organizations, how to look for grants and other fundraising.

Oppression and nonviolent communication.

“Leadership. I've learned so much about organizing, communicating, and listening. I want to take more leadership roles whether at school, work, home and apply the skills I've learned.”

“I would like to explore the criminal justice system and history of South LA community planning in more depth.”

“I would like to learn how to be a more active learner and clear communicator when explaining my thoughts...I want to learn more about the Black Lives Matter and Civil Rights Movements.”

“I want to learn about nonviolent approaches to social movements, different leadership styles, and how to effectively share information with others.”

“This class opened my eyes to so many things going on... I am so interested in immigration and things related to it that I have become consumed by it.”

“All of them. Equality, struggle, justice, and how to be a better citizen.”

Fall 2016 Surveys - All Students Page 12

How CLP Classes Facilitate Learning Comments from students suggest that both the content and the structure of CLP classes make them especially engaging and enhance learning. Students frequently expressed the sense that they are learning about “real life.” They valued and learned from the use of frequent use of “real life” examples in all aspects of the class (i.e., lectures, guest speakers, discussions, assignments). Students typically described CLP classes as “not what they were expecting” and highly participatory and allowing “lots of time for discussion” compared to other classes. Specific aspects of CLP classes that students most frequently noted as facilitating their learning were:

Class discussions (full class and small groups). Students learned from the perspectives and opinions of their classmates in discussions on the readings and “sharing experiences and stories.” Students valued listening to and interacting with classmates who have different life experiences, ideas, opinions, and perspectives.

Informative and engaging guest speakers. All CLP classes invite in community leaders, organizers, and nonprofit professionals to share their experience with students. Students valued being able to hear different viewpoints and examples of “real life” problems and “the actual solutions and outcomes” the speakers shared and learn about how they put “the concepts and techniques into practice.”

Teaching style of instructors. Students described CLP class instructors as “amazing” and creating class environments that were engaging and conducive to “speaking our thoughts freely.” Instructors’ knowledge and “passion for the topic” helped students learn “real life issues” and inspired them to want to be more involved in community change.

Class readings, assignments, and presentations. CLP class assignments encouraged students to reflect and “pushed” them to think deeply and critically. Students learned from assignments that involved hands-on research, opportunities to “practice of key concepts,” and group work/presentations. Readings that resonated included Paolo Freire and “Tools for Radical Democracy.”

“We had a lot of discussions that I feel broadened my understanding of what issues have the greatest impact on our community.”

“The group discussions greatly affected my learning. I was actually participating and understanding the topics.”

“The discussions made it easier to understand the concepts... this was way better than answering questions.”

“The great, lovely, genuine professor and classmates.” “The professor’s way of allowing students to grapple with how these very real issues have impacted our lives.” “I loved student perspectives because we got new voices to speak.”

“It's difficult for me to voice my opinions, but working in small groups allowed me to share. I now feel more inclined to work in social movements outside of class.”