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Student Voices

Student Voices on School Culture and Climate

Tempe Union High School District Student Voices Project.

Assistant Principals for Activities at all six high schools have identified students to participate in the Student Voices Project.

Student Criterion:

A diverse group of students (6-8)  that are representative of the diverse demographics of the school community (e.g. religion, differently able, ethnicity, race, gender, sexual orientation, etc.) and other attributes such as being full time students, leadership, cultural awareness, teamwork, and advocacy skills. These students were recruited through classes and campus organizations.

The students met with Dr. Cliff Moon, TUHSD Culture and Climate Support Coordinator. The semi-structured interviews lasted from 1-2 hours.

Prior to the interview, the purpose and objectives of the session was verbally presented and each student also completed a Student Self- Assessment.

Purpose:

The school district is interested in hearing and listening to the students’ thoughts and experiences regarding the quality of their engagement with students from different cultural, social, and ethnic backgrounds that represent their school community. This involves:

  1. Giving you the opportunity to express your perspectives and thoughts on related issues that might include but are not limited to cultural awareness, your knowledge about the cultures that are in the school, your attitude about the different cultures, your expectations of others who may be different from you, etc.
  2. Identifying the positives and the challenges of of engaging with different student groups.
  3. Giving you the chance to generate possible solutions to the challenges that are apparent in the school community. Pertaining to student to student relationships.
  4. Giving you the chance to be a transformative force in education. In other words, giving you the chance to speak out about how you would like your educational experience to be.

Beginning:

Each student completed a survey (Self-Assessment for Students) the printed discussion norms were presented. 

Themes:

  1. Students reported that they have mostly benefited from different student groups in their school.
  2. Cross cultural relationships are complex and extend beyond the concepts of race and ethnicity.
  3. Students learn better when they feel comfortable and welcomed in their school.
  4. Students say that interacting with different student groups within the school improves their learning and social experiences.
  5. Academic success should not be the only factor in determining what constitutes an excellent school. Planning school community wide events requires the input from different perspectives of students.
  6. Students can/should reach out to other students across cultures.
  7. Groups of students of color reported that on campus they have been aware of negative stereotypes some people hold about them.
  8. Some students of color feel that race has some bearing (usually as an impediment) on their academic success.
  9. Some students describe students of color as tending to spend time primarily with members of their own racial/ethnic group, but attribute this solely to comfort and familiarity with their group.
  10. Tolerance of diverse perspectives is an important value to have.
  11. The students are more likely to be involved with peers and friends that include cultural, social and ethnic groups.

Concluding Thoughts From Dr. Cliff Moon, Culture and Climate Support Coordinator:
The project was not exhaustive in the number of students representing the high schools and perhaps several voices that should have been heard were not a part of the discussion. However, it is sincerely hoped that the individual school administrators will follow up with these and other students regarding perspectives, values, knowledge, attitudes, and beliefs encountered within the school community. The following approaches might be considered:

  1. Promote the habit of consulting students on matters affecting their schooling.
  2. Stimulate productive peer-to- peer dialogue on diversity related issues.
  3. Provide mutually respectful protocols for accessing and acting on student input.
  4. Provide for students’ direct leadership in deciding, designing and implementing positive change efforts, with adults as mentors in addressing different student and student groups.

According to the Spectrum of Student Voice-Oriented Activity paradigm, most of the opportunities for students to express themselves falls within the realm of “expression” and “consultation”. In order for students to have a sense of agency in their education, we must do better in affording them true leadership which involves “ Planning or co-planning, making decisions and accepting significant responsibility for outcomes, guiding or co-guiding group processes, and conducting or co-conducting activities” ( Prioritizing motivation and engagement by E. Toshalis, and M.J. Nakkula, M. J, 2013, p. 195. In Anytime, anywhere: Student-centered learning for schools and teachers by R.E. Wolfe, A. Steinberg, and N. Hoffman (Eds).)

It was a pleasure to meet and talk with these students. Some students were deliberate in their ideas, some were idealistic, and some were a bit reserved. However, the project was not just about accessing their voices but providing a forum in which they were learning to listen to each other in ways that acknowledge and promote their individual role as a transformative force in their education. By doing so we join with other educators who “. . . emphasize the fundamental role that student voice plays in school improvement and understanding that students provide useful insights regarding challenges and possible solutions” (Cook-Sather, 2006; Levin, 2000; Yonezawa & Makeba, 2007).  Many of our students have the capacity to assist the school district in creating cross-cultural opportunities that align with and embraces the idea of “excellence in teaching and learning.”