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2ND - 8TH GRADE
STUDENTS OF COLOR EXPLORE THE THEME: THE GIFT OF WHO I AM!
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Possible Selves
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The term, “Possible Selves” was used by the American Association of University Women in a report on Latinas and education. This idea assumes that students can claim their place in the world “in social interactions with others (families, peers, school personnel, media, and so forth)” which impacts the cultural beliefs about the pool of possible selves that they can imagine for their future, (p. x).
ARE AFFINITY GROUPS EXCLUSIVE?
Buddy System
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LREI’s buddy system can be seen throughout the students of color program. MS students of color model for LS students how to feel comfortable in the skin they are in while also connecting to other academic and nonacademic possible selves.
Faculty of Color
Many thanks to the dedicated faculty of color at LREI who
Research shows that the development of a healthy selfconcept leads to social psychological outcomes such as positive self esteem and a strong academic self-concept. Schools with a numeric minority of children of color can support this healthy development through affinity groups. The somewhat exclusive nature of affinity groups serves the purpose of providing a safe space for those who share a common
have supported the students of color group through the year.
experience. Connecting with peers and adults of color provides modeling, visibility, voice, and affirmation of personal and cultural experiences. Students in the majority experience these on a regular basis and are also affirmed by positive messages in society. Affinity groups offer opportunities for children of color to learn about their many identities and gain support and strategies for navigating daily challenges.
Why talk about identity?
Many people of color are asked, “What are you?” The answer is never easy, rarely condensed to a few words, and requires the person who asked the question to stick around
THE FALL PROGRAM
a while to hear a more thorough response. Children of color need to practice ways to answer this question as much as they need to exist in a community where no one bothers to
SEPT 25
Community Building
ask. They need to feel comfortable saying, “Yes, I’m Black, and I’m also a scholar,” or “Yes, I’m Latina, and I’m also a scientist.” This fall session focused on our multiple identities so that
OCT 25
Beginnings
I Know Who I Am
children could embrace all aspects of who they are, or their “possible selves.” Students were celebrated for being citizens of the world with many talents to offer.
NOV 22
The Gift of Who I Am!
JAN 7
Meet & Greet HS SOC
things, and hopes for their future.
Puzzles Unite
Fellowship, centering activities, and Each child was given a discussions focused on piece of a puzzle to honoring our many identities and our gifts to the world. Students used photos and phrases to center themselves. Children connected the images to new beginnings, growing up to learn new
Photos Motivate
capture their “possible selves.” Our collective community was captured as we united the individual pieces of the puzzle to create a dynamic group mosaic.