What do you like about being an organizer?

When I entered college at California State University, Dominguez Hills in 2007 and discovered that budget cuts were affecting students and faculty, I knew I had the power to make change. I was a student organizer for the California Faculty Association (CFA) for the next two years. I conveyed to state legislators the importance of education by helping plan direct actions to stop the deficit and the underfunding of CSU. Actions included collecting student signature petitions and faxing them to legislatures, rallying outside of the governor’s office, and planning 24-hour vigils in front of the CSU chancellor’s office. I also made presentations to classes weekly on fee increases, overcrowded classes, and class schedule cuts which could result in extended graduation dates. Through CFA’s efforts, students and faculty helped restore $305 million back into the CSU system in 2008.

When I look back at my past experiences, it amazes me what a youth from South Central [LA] was able to accomplish. I enjoy giving other youth the same feeling. 

What should adults developing youth empowerment programs and services know in order to be more effective?

It is important that adults developing youth empowerment programs establish a structure for youth to identify issues and develop solutions to their concerns. YOUTH VOICE has been very successful in using such a model since 2009. We were on CNN with Detroit Mayor Bing, selected for MTV True Life about improving urban blight, and helped the city of Detroit get awarded $1.5 million for a youth violence reduction program called Ceasefire, among other accomplishments. But these successes were only possible because YOUTH VOICE engaged youth in all aspects of the organization. Young people should be a part of the policies and practices of everyday operations. For example, youth leaders can offer advice on how to establish boundaries in the organization or how to lead a training topic. In my experience, it was transformative to learn that sometimes youth solutions were better than my own ideas and I learned that was okay.

Adults should also demonstrate that they respect youth voice. Often times, adults participate in adultism, a discriminatory practice that limits youth opportunities to feel empowered because they are not adults. This can occur in ways you don’t think about like a door that is labeled “No Students Allowed,” or “Directors Lounge” or “Staff Training Room.” These all give the same impression of inequality. When youth feel like adults respect their opinions, they are more likely to be committed to a program as a team player. Adults might not necessarily see youth as colleagues, but youth should not feel less than adults. It is easier said than done and even I struggle with this philosophy at times.

I also suggest youth advocates research the field, learn how youth empowerment work is being done in other states, and develop something that works for the local community. After working in Detroit for the last three years, the model we developed integrates supportive services, cultural literacy, volunteerism, and civic participation. It is a model that provides support for young people who may not have the resources needed to support themselves. The model is based on Shawn Ginwright’s (http://www.shawnginwright.com) work that youth success occurs in the developmental domains of civic development, psychological wellness, and supportive adult systems. It is our goal in Detroit to acknowledge youth assets, build on their skills, and empower them to become pioneers in their lives and community