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Educational Theatre Company celebrates 20 years of Changing Lives Through the Arts!

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Educational Theatre Company (ETC) invites the community to its 20th birthday fundraiser to celebrate 20 years as a vital part of the Arlington Arts community. Since its founding in 1998, ETC has been committed to the mission of unlocking the potential of children and adults, ages 3 – 103, through immersion in theatre arts. ETC places a focus on student written, process-driven work with programs that foster creativity, teach collaboration and community, and give students a sense of confidence in their own story.

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Community members are invited to attend ETC‘s birthday party fundraiser on Saturday, November 17. This fundraiser, featuring live performances, music, refreshments, and a silent auction will allow ETC to continue its long tradition of bringing theatre arts to underserved members of the community, ensuring location and economic status are not barriers to participation. The birthday party is from 2:00 – 5:00 pm, in the National Rural Electric Cooperative Association (NRECA) building at 4301 Wilson Blvd. Tickets are $10 per child, $20 per adult, and $40 for a family, and are available at www.educationaltheatrecompany.org.

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Community members are also invited to see ETC in action by attending the original musical Two Ways to Count to Ten, the McKinley Elementary Main Stage Residency production. Under the guidance of ETC‘s teaching artists, 2nd through 5th-grade students develop an original script and lyrics, create their costumes, set, and props. This will be the 30th McKinley Main Stage show, continuing the longest running arts partnership with Arlington Public Schools. The free performances are Thursday, November 15 and Friday, November 16 at 7:00 pm at McKinley Elementary School, 1030 North McKinley Road, in Arlington.

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Helping Moroccan Women Access Land: Soulalilyates Campaign for Land Reform

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Just over ten years ago, the family of Rkia Bellout, a woman from the Kenitra region of Morocco, sold its ancestral land. While the men in her family reaped the profits, she did not receive any compensation. Rkia is a member of the rural Soulilyate minority in Morocco, and like other women in this group, she had no rights to her land.?

Rkia decided to take action and sought the counsel of Moroccan women’s organizations to help her claim her right to participate in decisions over land ownership. When she brought her complaint to an NGO called ADFM (l’Association D’mocratique des Femmes du Maroc), the organization helped mobilize a national grassroots movement of Soulaliyate women calling for equality in land ownership. For over 10 years, ADFM has been building the leadership skills of rural minority women to advocate and participate in political processes for this cause.

ADFM is a member of Women’s Learning Partnership (WLP), a coalition of autonomous women’s rights organizations located throughout the developing world that promote women’s leadership and human rights. WLP organizations promote gender equality through training programs, advocacy campaigns, and capacity building. Since 2000, WLP partners like ADFM have been empowering women and girls to make change in their communities. (Click here to read more about WLP’s global impact on its Catalogue for Philanthropy profile.)

ADFM’s advocacy for Soulaliyate women’s rights pressured Morocco’s Ministry of the Interior to pass a specific law guaranteeing equality between men and women in communal land ownership and transactions. The Ministry reacted to the pressure, but not nearly as decisively as ADFM demanded. The government issued a series of non-binding ministerial guidelines called “circulars” that merely paid lip-service to the Soulaliyate movement. The latest one, Circular 17, recognized Soulaliyates’ right to land ownership in theory, but not in practice.

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Then, to mark the 10-year anniversary of the Soulaliyate movement, ADFM organized its greatest advocacy push to date: a three-week “Caravan of Soulaliyates.” From October 24 to December 15, 2017, the caravan mobilized 660 Soulaliyate women and allies who traveled to three regions: Fez, Daraa-Tafilalt, and Rabat-Sale. The caravan met with policymakers and raised the voices of Soulaliyate women.

ADFM also held 10 leadership workshops during the caravan, with an average of 50 women attending each one. They used WLP‘s manual on inclusive leadership, Leading to Choices, which has been the cornerstone of ADFM’s capacity building work with the Soulaliyate communities since the movement’s inception in 2007. The leadership methodology in the manual empowers Soulaliyates to participate effectively in decision-making processes in their tribes.

Three to four Soulaliyate movement-leaders from different regions shared their advocacy experiences at each stage of the caravan. This dialogue between Soulaliyates from remote corners of the country fostered camaraderie. Even though 465 kilometers and the Atlas Mountains separate the coastal city of Kenitra and the Algerian border-town of Errachildia, women from these two areas discovered that they have shared experiences and are working towards a common goal. The caravan’s mobility strengthened the bonds of solidarity among Soulaliyates across the country.?

ADFM President Saida Drissi Amrani emphasized those bonds, “We have met women who, even if they do not know how to read or write, are very aware of the principle of equality,”?Amrani told HuffPost Maroc. “They denounce contempt and they are ready to fight. We will support them until the end.”

In July 2018, their campaign resulted in a major victory — for the first time, Soulaliyate women of the Ben Mansour and Ouled Mbarek tribes in the Kenitra province were awarded financial compensations and land transfers. While ADFM and WLP celebrate this success, they continue to campaign and fight for equal land rights for women throughout Morocco.

A Window and a Mirror: Summer Mentorship at Inspired Teaching

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A Space for Inquiry

It’s 2pm and I’m standing in a classroom in northwest DC holding a yo-yo.

Two brand new Inspired Teaching Fellows (teachers-in-training) are standing next to me, asking me questions.

“Do you, uh, think you can do a trick with the yo-yo called ‘walk the dog?’” one of the teachers asks.

The other one offers: “Could you maybe try, like, throwing it sideways?”

I try to throw the yo-yo sideways and end up dropping it on the floor. I walk away in frustration.

On this particular afternoon, I’ve volunteered to play the role of a student, and the Fellows have been instructed to teach me how to use a yo-yo — but only by asking questions. No statements allowed.

The Fellow pauses and then asks: “What do you think you need to do to be successful with a yo-yo?”

My eyes light up. Unlike her first few questions, she doesn’t know the answer to this one. It’s all on me. She may not realize it yet, but this is the space where the magic of learning happens.

“I think,” I say, after genuinely thinking about it, “that I need to just be able to do 5 regular swings without stopping.”

Now we have a new lesson plan – and I, the student, am in charge of my own learning.

This is what teacher training looks like in Inspired Teaching’s Summer Institute, a 3-week long jumpstart for teachers who are beginning the Inspired Teaching Residency.

This exercise helps new teachers learn how to provide a space for inquiry instead of a list of directions. And the reason I know this activity so well is because I was a brand new Inspired Teaching Fellow myself, standing in this very classroom, doing this exact activity, 5 summers ago.

This summer, however, I’m returning to play the role of the summer mentor. And while I’m stepping into the first year Fellows’ classroom to help out, my primary responsibility is to advise the second year Fellows.

The second-year Fellows have just completed their residency year. They’ve been learning from, assisting, and eventually taking over for their lead teacher, someone who has modeled great teaching practices. Now, they’re starting from scratch, in their own summer school classrooms, with a fellow cohort member. I’ve been assigned to help two teaching teams, four teachers total.

As the summer begins, I watch my mentees struggle with the fact that, with a brand new class coming in next week, there’s no veteran teacher to set everything up. It’s a bit like learning how to drive a car for an entire year and then finding out that you now need to build your own car out of spare parts. And quickly.

The Gap

Even though summer school is only a month long, it can sometimes feel like an entire school year stuffed into four weeks. It’s not uncommon for teachers in summer practicum to re-connect and disconnect multiple times with their passion for teaching. It’s not uncommon for teachers to discover just how much of a gap exists between the teacher that they are and the teacher that they want to be. And it’s not uncommon for those teachers to work excruciatingly hard to close that gap before the summer ends.

The result of all of this reflection and learning is evident because, by the end of the summer, I notice that the Fellows’ teaching powers that I am mentoring have grown. At the start of the summer, I would take copious notes while observing a mini-lesson. I’d analyze every movement the teacher made, every word that they said. And by the end, it’s hard to even find a place to take notes. Classrooms are bustling with students in every corner, working on interesting projects and directing their own learning.

During our final meeting, I ask one of the Fellows, “So now that it’s almost over, do you feel like you’re the teacher you want to be?”

“No,” she laughs. “That will take a while. But before the summer started, I hadn’t even thought about what kind of teacher I wanted to be. Now, I ask myself that question almost daily. My vision is much more clear.”

Remarkably, she is learning to ask herself questions that don’t have an immediate answer.

A Window and a Mirror

I’ve said before that the role of a teacher is to offer their students a window and a mirror. A window with which to see the world through many different lenses and perspectives, and a mirror to allow students to understand the power of their own perspective and potential.

But as a summer mentor, I came to terms with something else: a teacher must also stand in front of their own mirror. It is there, in the glow of their own reflection, where they will do their most challenging work. They will confront every imperfection. They will think about what they will do differently tomorrow. They will, simultaneously, berate themselves and strive for self-acceptance. They will do all of this for the good of themselves and the good of their students.

And it occurs to me that I, the summer mentor, have very little to do with the mirror. But maybe, I hold the window. If I was able to help these wonderful teachers catch a glimpse of all incredible possibilities that lie ahead, then, mission accomplished.

Written by –Zia Hassan

Students striving to make better lives for themselves and their communities.

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For the past 4 years, After-School All-Stars (ASAS) has convened a leadership training event at the 4-H National Conference Center outside of the Nation’s Capital: All-Stars Leadership University (ASLU). ASAS is a national non-profit, providing free and comprehensive after-school programs to Title 1 middle school students, and the Washington DC chapter is the local office serving over 600 students at 7 schools within the district. 19 of our chapter cities are invited to send student and staff representation at ASLU. Each Chapter sends two youth, a Rising Youth Advisory Board Mentor (YABs) and a Returning YAB Mentor, as well as an Adult Mentor to come to DC and learn about self-leadership, serving others, and how to serve and advocate in their communities. YABs are selected for these positions based on their commitment to the program, as well as their academic performance and leadership abilities. The 4-day retreat includes leadership training, team building exercises, opportunities to create service projects for their local communities and thoughtful reflections on each student’s respective communities and the issues they all face.

ASAS DC was extremely proud to have 2 YAB students representing our chapter. Ajani Atkins from Somerset Prep DC and De’Quan Atchinson from Charles Hart Middle School (now a rising Freshman at Eastern High School) both attended earlier this summer. Ajani assumed the role of Rising YAB while De’Quann had the opportunity to be a returning YAB mentor.

De’Quan is a great example of an ideal YAB and ASAS DC student. He has been with the program since 6th grade and is now a proud graduate of both Hart MS and the ASAS DC program. He has grown immensely in that time, learning to be a better public speaker, convener, and leader amongst his peer group. We had the chance to speak with him about ASLU and his broader experience in the program.

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De’Quan, along with many of the other YAB participants, was particularly struck by one of the special presenters at ASLU. Thanks to our partnership with Essentia Water, Joe La Puma attended the event as a guest speaker. Joe is the Vice President of Content Strategy at Complex Magazine, and host of the magazine’s “Sneaker Shopping,” a program that takes you inside the sneaker shopping process for such celebrities as Wiz Khalifa, Kevin Hart, Antonio Brown, and A$AP Rocky. De’Quan has a myriad of interests ranging from athletics to community service, but he is also extremely passionate about fashion. It was invaluable for him to be exposed to someone like Joe, who has worked hard to make a name for himself in a progressive sector of work that resonates with our students. Across the country, we are intentional about exposing ASAS students to unique and accessible career paths. Joe’s journey was one that had a profound resonance with the YABS. De’Quan admitted that hearing Joe speak inspired and excited him. It was a narrative that he could genuinely connect with and aspire towards, whereas those sources of inspiration were previously hard to come by.

De’Quan looks back at his journey from 6th grade and acknowledges how much he has matured within the ASAS DC program. Initially, he didn’t dedicate enough time to his classes and homework, opting to spend evenings with his mother. Due to her intensive work schedule, they could only spend the late evenings together, and that wasn’t conducive to completing all his work and developing an interest in school. An attitude change was as simple as providing him with a safe space and a positive environment. ASAS DC dedicated academic time allowed him to progress more in his school work, and that culminated this past year when he made the honor roll for the first time in his academic career. He recalled his mother’s reaction, and that she was quite literally “in tears of joy,” overwhelmed by her son’s success.

The exciting thing about De’Quan as well as the ASAS DC chapter, is that this is just the beginning. In speaking with De’Quan it was as if his experience in the program gave him a new lease on life. Not only is he excited for high school, but he already has plans to join the track team and as many clubs as he can get his hands on. De’Quan’s 3.5 GPA is something he is proud of, but at Eastern, he wants to build off of that and achieve even higher marks in his first year. He has a strong desire to seriously pursue his interests at the next level in the fields of leadership, athletics, academics, and fashion.

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As De’Quan reflected back on his experience it was no surprise that above all else, personal connections were the most meaningful to him. He credits ASAS DC staff for “getting him out of his shell” and inspiring him to be a leader. On more than one occasion he referred to the ASAS DC Program Manager Tierra Stewart as “Superwoman,” a sentiment that many of her colleague’s share. He knows that in 6th grade he wasn’t the type “to open up to just anybody,” but with the help of mentors like Tierra he began to make that transition to a more outgoing and charismatic person. He made that change because he along with his fellow ASAS students understood that our instructors genuinely cared about their well-being and future. As is the case with many of our 600+ students in the district, our staff have close relationships with De’Qunn and his family, and that level of understanding and communication is inextricably connected to his growth and success.

The DC chapter is proud to showcase De’Quan’s story. It is a unique and compelling narrative, and at the same time, we know that there are tens of thousands of ASAS students across the country having a similar experience. He didn’t have time to complete his homework, ASAS DC provided him that time and space, he was shy and unmotivated, he is now going off to high school as a leader with aspirations to be the captain of every team and club he joins, he wasn’t sure what he wanted to do with his life, ASAS DC showed him what it looks like to succeed in school and have an attractive career. As he reflected back on his own journey at the 4-H center, eyes welling with tears, his heart was full: for his family, his ASAS mentors, and mostly for his fellow students that are striving to make better lives for themselves and their communities.

The Grassroot Project: Using Sports to Promote Sexual Health and Positive Youth Development in DC

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Almost ten years ago, 40 student-athletes gathered in the living room of a two-bedroom apartment near Georgetown University. Their goal: fight alarmingly high, increasing rates of HIV transmission in our nation’s capital the best way that they knew how –through sports. Drawing inspiration from his volunteer experience with Grassroot Soccer in South Africa, the group’s leader, Tyler Spencer, wanted to use sports to educate people about HIV and AIDS prevention in a language that they could understand. At the time, 1 in 20 adults in DC were living with HIV, and the rate among teenagers was on the rise.

“There was only one other organization doing school-based HIV prevention work with kids,” said Spencer. “So, there was a huge need in DC, and I felt really excited about taking the Grassroot Soccer model and adapting it to make a difference at home.”

To call this group of Georgetown soccer players, football players, basketball players, field hockey players, rowers, swimmers and golfers a “grassroots” organization would be an understatement. Despite their lack of funding and uncertainty in starting and running a non-profit organization, the 18 to 21-year-olds persisted. Much of the initial program cost fell on Spencer. He took a temp job working with the Association of Schools of Public Health, and with the support of the athletic community, they facilitated their first sexual health program in The School Without Walls at Francis-Stevens in the Spring of 2009.

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Today, The Grassroot Project’s?innovative model continues to employ non-traditional health educators — NCAA student-athletes — to create a fun, friendly and safe environment in which participants learn how to live healthier lifestyles. The peer to peer education method creates an open environment for participants to share their beliefs on sensitive topics such as HIV/AIDS testing and prevention, sexual consent, dating violence, and healthy relationships. The use of sports as a vehicle for social change, and the ability of the student-athlete leaders to connect with the youth and their families are what make this an effective way of learning.

“Being part of the Catalogue has not only helped us to build relationships with philanthropists in DC who care about youth development and health education, but it has also helped us to grow as an organization,” said Spencer. “The first time we applied, we were only reaching 4 schools in DC, and we struggled to manage our programs and partnerships because we had no full-time staff. Since being named part of the?Catalogue…we have operated our programs in more than 60 schools and community centers across the city, and we have reached more than 5,000 DC teenagers with free health education and health services.”

TGP’s?corps of volunteer student-athlete program facilitators has expanded from Georgetown University to now also include student-athletes from The George Washington University, American University, Howard University and the University of the District of Columbia.

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Most recent additions to the organization include Grassroots Connect — an end-of-program graduation celebration and linkage to local health care event — as well as Grassroots Fam — an after-school parent/caregiver program that provides similar interactive learning opportunities including sexual health basics, as well as building a parental support system by practicing proper parent-child communication.

“One of the first things our students learn in each program is how important it is to ‘take action in your community,’ and I think that that phrase sums up the mission of Grassroots perfectly,” said Isabel Rose, senior Leader Team member. “This year, TGP took several huge steps that allowed us to take even more action in our community, and that meant that I could help make a much bigger difference than I had initially thought possible.”

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During the summer of 2018, the organization introduced its first Master Trainer program — a team of exemplary student-athletes who’ve undergone an intensive training on social issues in DC, sexual and reproductive health basics, and behavior management skills in middle schools. The Master Trainers traveled to South Africa this summer to learn from partner organization, Grassroot Soccer, about best practices for training new student-athlete facilitators.

“As a student, as an athlete, as a new resident in DC, it is my ​job​ ​to give back to the community that has been so welcoming to me,” said Callie Fauntleroy, a sophomore volleyball player at The George Washington University. “I have learned more here in my 8 months with TGP than I have in any other experience.”

What started as a true grassroots organization has morphed into a robust network of students, athletes, and alumnae who are educated about living healthier lifestyles in their communities.

“The Catalogue has been and will continue to be helpful in preparing us for to make an even greater impact on our city,” said Spencer.

The Child & Family Network Centers Holds Annual School Supply Drive

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The Child & Family Network Centers (CFNC) is holding its annual School Supply Drive during the summer months before the start of the new school year on September 5, 2018. CFNC is collecting hundreds of school supplies to stock our 8 pre-kindergarten classrooms across the city of Alexandria. These supplies will give 138 disadvantaged children what they need to be successful in school, starting on day one.

Community members can donate new school supplies and classroom materials by dropping them at CFNC’s headquarters — 3700 Wheeler Ave, Alexandria, VA 22304. CFNC is also happy to arrange pick up of supplies. The wish list includes basic school supplies such as paper, glue, and folders, as well as other items that are consumed frequently, such as tissues and paper towels.

“This drive allows many less fortunate children in our community to have the supplies they need to start the school year on the right foot,” said CFNC Executive Director Lisa Carter. “Unfortunately many of the families we serve cannot afford or prioritize purchasing school supplies, despite their understanding that they are sorely needed. The school supply drive supports not only the child, but their families and their teachers as well.”

CFNC’s school supply list can be found on their website. All donations of school supplies are tax-deductible.

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About CFNC
The Child & Family Network Centers (CFNC) provides free preschool education for 138 children and families living at or below 250% of the poverty line, who earn too much to qualify for Head Start but not enough to afford their children with a private preschool education. Providing a unique blend of preschool education and family support services including free health services, in-home visits and counseling, CFNC currently operates 8 classrooms in apartment complexes, recreational centers and other locations throughout Alexandria where these families live. Learn more.

A Lifelong Friendship in the Arts and Humanities

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Every year, DC Collaborative serves thousands of students in the hope that we can encourage them to embrace and pursue the arts and humanities. We were delighted to discover the story of Cameron Gray and Erin Fenzel, two students who have demonstrated exactly that!

At the age of 4, they started school together at Peabody Elementary School. They had attended one of our AHFES field trips, where a picture of them painting together (above) eventually made it onto the cover of the 2007-2008 issue from Catalogue for Philanthropy. Fast forward 14 years later. After going through middle school and high school together, they recently graduated this year from School Without Walls, which is ranked the #1 Top Performing High School in the District and #51 in the country. Their pursuit of education doesn’t end there. This fall, Cameron is headed to Syracuse University in New York to study Film, while Erin will go to Saint Joseph’s University in Pennsylvania to study International Relations.

The DC Collaborative team is so proud of where these two students are going and we wish them the best for their futures. We’d like to give a special thanks to their parents and Catalogue for Philanthropy for sharing this wonderful friendship to us! If you know of any students have participated in our program and where they are now, please reach out to us at info@dccollaborative.org – we’d love to follow up with them.

{Blog post has been reposted with permission from the DC Arts and Humanities Education Collaborative blog.}

Casa Chirilagua: ‘Yo Hablo Ingles’ English Language Learning Program

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“I’ve never been to the National Mall before,” said Juan, as he sat on the Metro heading towards the Smithsonian.

“Now that I know how to ride the Metro, this will be easier to come by myself,” his friend Pedro declared. Soon they would both be experiencing the National Mall for the first time in their lives.

They were among the sixteen students from Casa Chirilagua‘s Yo Hablo Ingles English Language Learning program to take a field trip to DC in late April. Soon they would be seeing the sites and practicing their English through a scavenger hunt. Volunteers from Restoration City Church accompanied their peers to support each student with their English skills.?Students arrived on the National Mall in wonderment, marveling at the beauty of the famous horizon. Some began taking photos of the Washington Monument while others pointed out, “Look at the water! Look at the ducks!”

Their first stop was the National Museum of Natural History. When students entered, they were immediately greeted by Henry, the museum’s elephant. They were impressed by the rotunda and began to explore this area and take photos. For many of the students this was their first time to the museum.

“It was really awesome!” exclaimed Marilu, “I need to come back with my daughter.”

During their trip students practiced English by finding exhibits in a scavenger hunt and earning points for each discovery. Various animals were among the exhibits as well as the famous Hope diamond. More photos ensued!

Afterwards, the students enjoyed a sunny picnic in front of the National Monument. Reflecting on this visit, Maria noted that, “It was great to come on my own without my kids to explore and really enjoy the sites.”

This was particularly true for students who work in the city but have never had the opportunity to enjoy the museums and National Mall. A team of volunteers provided childcare back at Casa’s community center so that parents could enjoy this trip with their classmates.

Students took advantage of many opportunities to practice English conversation with the volunteers. They were very patient and helpful as students eagerly conversed with them. Later Mario commented, “It was beautiful to share with you…I tried to take away my fear. Thank you because even if you don’t understand me you try to talk with me. You are cool.”

Their final stop was the Jefferson Memorial. As they walked the Tidal Basin students were amazed by the surrounding trees and enjoyed the refreshing walk along the waterfront.

“It’s beautiful!” said Adriana as she saw the impressive marble monument in the distance.

“I love the tour!” Jose agreed. He was very excited as the group walked to the monument before the group returned to the Metro.

It was a joyful day as students deepened relationships with volunteers and each other while building stronger English language skills. As students bring their newfound language skills into the world they will have the confidence, support and knowledge to flourish. We are grateful for your support and to the amazing group of volunteers who make this possible. As Jorge says, “Thank you for your time that you are providing us for the trip. It was very nice! We learned a lot in the museum. God bless you.”

The Delaplaine: Because Everyone Deserves Art

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Back in the early 1980s, a dedicated visual arts center in the center of downtown Frederick, Maryland, was just a dream — that was, until a grassroots effort by artists and art-enthusiasts set out to make that dream into a reality. Today, The Delaplaine Arts Center is a popular attraction along Carroll Creek Park, as well as community gathering place and anchor for Frederick’s East Street Corridor.

The Delaplaine welcomes more than 85,000 visitors annually to its seven galleries, featuring artworks by local, regional, and national artists and groups. More than 55 exhibition are held on-site and at satellite galleries in public libraries around the region. The Delaplaine also offers more than 250 classes and workshops in a variety of media for all skill levels and ages each year, as well as monthly public programs and special events. The art center is open daily, and admission is always free.

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The art center also is passionate about bringing the arts to all corners of the community, reflected by its vision that ‘everyone deserves art.’

“We truly believe that vision,” states Catherine Moreland, Delaplaine CEO. “That’s why we are all about tearing down barriers between the community we serve and the visual arts. It’s why we offer all the classes and programs that we do; it’s why we offer diverse exhibits; it’s why our admission is free; it’s why we partner with other nonprofits.”

The Delaplaine’s Community Outreach Initiative partners the organization with a range of other nonprofits such as Alzheimer’s Association, Arc, Head Start, Housing Authority of Frederick, Children of Incarcerated Parents Partnership, Frederick County Department of Aging, and others, as well as local public libraries and schools, to bring free customized art experiences to the at-risk and underserved in the region. There are also other component programs, like the Art Kit Project, which provides quality art supplies free to youth experiencing crises or homelessness. The programs are impacting thousands each year, bringing encouragement and creativity, and improving the quality of life for individuals, families, and all in the community.

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The Delaplaine’s outreach has grown over the past decade and there is no slow-down anticipated in the goal to reach everyone in the region.

“The opportunities for outreach are endless,” explains Caitlin Gill, Community Outreach Program Manager. “The Delaplaine encourages innovation and growth, and we are forging new partnerships, improving existing ones, and growing programs to allow us to reach all in the community.”

“From improving school readiness in preschoolers, to providing help with cognitive and memory issues in adults and seniors, art is impacting lives,” says Moreland. “Our members, donors, and friends broaden and deepen that impact.”

Building a Community within STEM: An unexpected result from our Latina SciGirls program

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In 2016, the Children’s Science Center?was selected as one of sixteen science centers from across the U.S. to receive a grant from Twin Cities Public Television and the National Science Foundation to implement a program for young Latinas over the course of three years in conjunction with PBS SciGirls. We were confident that we could provide the girls in the program a fun, unique educational experience, but the unintended outcome of creating a supportive and caring community for these young girls, and the overall positive impact on staff and volunteers exceeded our expectations.

According to the National Center for Education Statistics 2012 report, Higher Education: Gaps in Access and Persistence Study, only 3.5% of bachelor’s degrees in STEM were earned by Hispanic females in 2010. This systemic underachievement in STEM can be attributed to several issues including: limited awareness, opportunities, and resources; existing perceptions about STEM; and lack of family involvement. Our Latina SciGirls program to begin tackling this important issue.

Latina SciGirls is a free program for Hispanic girls in grades 3-5 and their families that takes place twice annually over the course of several weeks at the Children’s Science Center Lab in partnership with local Title I elementary schools in Northern Virginia. Latina SciGirls is a culturally responsive program designed to address barriers that prevent Hispanic girls and their families from engaging in STEM and to promote a positive STEM identity. Critical elements of the program provide young Latinas with opportunities to engage with Latina STEM professionals to foster mentoring relationships and a parent education component to support their daughters’ interest and achievement in STEM.

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Latina SciGirls program begins with an open house event held at the elementary school. Students, parents, and families meet program staff and the Latina STEM mentors while participating in hands-on STEM activities. Each subsequent weekly session covers a different STEM topic: physical sciences, environmental science, engineering, forensics, biology, and chemistry. The Fiesta de la Familia event celebrates the end of the session with families, girls, program staff and the Latina STEM mentors for a night of hands-on STEM activities. The goals of the program are to increase access for Latinas and their families to positive STEM programming, and promote positive STEM identity development. To ensure regular attendance of the Latina SciGirls program, the Center provides complimentary dinner and transportation each week for the duration of the program.

Over the course of each session, the Center’s staff watch as the girls’ confidence in STEM grow. Our staff take pride in their ability to create a warm and safe environment where the girls feel empowered to take risks and share their thinking while exploring STEM. The girls are introduced to female role models that they would not otherwise encounter. Having access to professional Latina mentors who share their own stories of success and failure has proven beneficial to the program. Although the program focuses on STEM, the girls practice working collaboratively, and building relationships among peers and adults — important life skills for every child’s future. We hope the girls take this initial spark and continue their investigations into the world around them, especially as they enter the crucial middle-school years when STEM interest statistically plummets. We believe each girl leaves the program open to new experiences, ideas, and people, with increased confidence and a stronger sense of self. Many of the program’s alumna seek out additional STEM experiences to grow their newfound interest.

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What started out as a program opportunity has evolved into a passion project. The Children’s Science Center has served over 100 young Latinas since 2016 and is grateful to Twin Cities Public Television, General Motors, and Leidos for their sponsorship. Latinos comprise 17% of Northern Virginia’s population. With this population steadily increasing, the Latina SciGirls program will continue to be in high demand. As the Center moves forward with the capital campaign to build a full-scale science center that will more adequately serve the region’s families, we also look forward to expanding the reach of significant programs like Latina SciGirls.

At the core of the Children’s Science Center‘s educational mission is a dedication to meeting the needs of all children, in particular reaching underserved and economically disadvantaged children who traditionally do not have access to private enrichment opportunities. The Center impacts over 70,000 annually with its community programs and the Children’s Science Center Lab. The vision of the Center is to build the region’s first world-class children’s science museum on donated land in Dulles, VA.

The Center is grateful for the enthusiastic participation of a community of volunteer mentors, who have come in to lead and facilitate our STEM activities and tell their own stories of success and failure. STEM mentors have included women from NASA, USDA, PBS, FBI, and the Virginia House of Delegates. There are many opportunities through the Center to volunteer and make an impact on our local community. Information can be found here.