Centering Diversity, Equity, and Inclusion

Diversity, Equity, and Inclusion

In 2010-11, PA Humanities began work with evaluation specialists at the Allegheny Intermediate Unit (AIU) to collect data on Teen Reading Lounge. AIU helped PA Humanities design processes and tools for administering evaluations at the staff and youth levels and has prepared yearly reports on sites’ experiences with the program. The data collected has been used to improve program design, delivery, and objectives for PA Humanities and program producers.3

In an effort to look at and better understand program data across the years, AIU examined data from 2012-16. Data was collected from 149 adults and 472 youth participants during that time period. AIU analyzed the date by variables of interest: grade category, median income, race/ethnicity, and program attendance. This cumulative evaluation analysis revealed three substantial outcomes for TRL:

• Older Black and Brown youth benefit most strongly from TRL.

• Programming was most beneficial for youth from economically disadvantaged communities.

• Higher attendance contributed to significant results in both literacy and communication skills.

While the data showed that all participants benefited from TRL, youth of color benefited significantly more than their white peers. They had greater positive outcomes in relation to identity development, how they related to and interacted with peers, and in relation to improved reading. The findings from this multi-year analysis were foundational for TRL’s programmatic redesign and organizational pivot. PA Humanities identified a programmatic new goal for TRL: helping statewide libraries and youth-serving organizations build

meaningful connections with youth from economically disadvantaged communities and Black and Brown youth through the humanities.

The impact of this discovery and newly articulated program goal meant that PA Humanities had to look at the program design and strategies to make them more equitable and inclusive. Emboldened by the data and AIU’s analysis, PA Humanities brought on researcher Dr. Valerie Adams-Bass from the University of Virginia to conduct an audit of the program and determine efficacy and alignment with the latest scholarship on Positive Youth Development (PYD). Dr. Adams-Bass looked at relevant research and conducted a series of interviews with expert scholars on reading engagement, civic engagement, and cultural competency. Interviews were also conducted with veteran program directors of arts and humanities organizations that serve children and youth. The process helped us integrate relevant elements of effective youth programming into Teen Reading Lounge and highlighted some areas for growth around diversity, equity, and inclusion (DEI).