campus-community partnerships to reduce poverty
DESCRIPTION
Campus-Community Partnerships to Reduce Poverty . Karen Schwartz, Carleton University Mary Mackeigan, Opportunities Waterloo Regena Farnsworth, UNBSJ Polly Leonard, Carleton University . CF:ICE Research Question . - PowerPoint PPT PresentationTRANSCRIPT
Campus-Community Partnerships to Reduce Poverty
Karen Schwartz, Carleton University Mary Mackeigan, Opportunities Waterloo
Regena Farnsworth, UNBSJPolly Leonard, Carleton University
CF:ICE Research Question
How can community-campus engagement, including community service learning (CSL) and community-based research (CBR), be designed and implemented in ways that maximize the value created for non-profit community-based organizations?
CF:ICE Research
Sub-Themes
Scale and Replication of Models
Creation of Value for Partners
Ability to Share Control
Processes of Effective Engagement
Impacts on Campus-Community Partners
Ethical Issues
CFICEViolence Against
Women Hub
Community Environmenta
l Sustainability
Hub
Poverty Reduction
Hub Food Security
Hub
Knowledge Mobilization
Hub
Poverty Reduction Hub Partners Hub Co-Leads
Liz Weaver, Vibrant Communities Canada Karen Schwartz, Carleton University
Poverty Reduction Hub Outcomes
Build a Learning
Community
Research and
Evaluate Models
Document Community Impact
Create and Share
Knowledge
Influence Policy
Change
Living Wage Research
Perceptions of Poverty
Impact of Mentoring
Models of Collaboratio
n
2012-2013 Poverty Reduction Hub Projects
Living Wage Partnership
Living Wage Campaign
Background: Living Wage Hamilton Campaign• Multi-sector committee developing engagement
strategies to dialogue with: public institutions, private employers, and small – medium businesses.• Living Wage Hamilton has its roots in a University-
Community partnership: School of Labour Studies, Social Planning and Research Council, and HRPR
Year One Results
• McMaster Community Poverty Initiative’s Dr. Don Wells (Labour Studies) presents to Hamilton’s City Council about the research supporting becoming a Living Wage Employer
Year One Results: Hamilton
• Hamilton Wentworth District School Board approves Living Wage Policy – first school board in Ontario, and first elected body in Ontario to do so.
• City of Hamilton currently developing strategy to become Living Wage employer
• Next steps: engage small-medium businesses
Year One Results: Partnerships
• HRPR & MCPI develop new partnership with DeGroote School of Business at McMaster
• Dr. Benson Honig & doctoral student Elly Zang– Develop best practice guide and handbook for
small-medium businesses implementing a LW– Conduct focus group and key informant interviews
with Hamilton employers
Year One Results: Timeline
• Timeline:• May 2013: Received approval from McMaster Board of
Ethics• June 30, 2013: Complete Literature Review• July – August 2013: Talk with employers re: LW• Sept – October 2013: Develop handbook
Year One Results: Benefits
Benefits: New partnership with traditionally uninvolved
Faculty (on this issue) With research conducted by School of Business,
credibility with community business increases Dialogue with businesses as part of research
design hopes to increase buy-in
Shifting Societal Attitudes Partnership
Shifting Societal Attitudes 2008 - present
Background
• Engaged national partners
• Representatives for 26 organizations from across Canada
• Working group met to develop a plan
• www.shiftingattitudes.pbworks.com
May, 2009 - finalized a concept paper
Attitudes and beliefs affect behaviour. Collective behaviour affects public policy decisions.
Goal: Identify current deep-seated societal attitudes towards Canadians living in poverty, and to “shift” those attitudes.
Why: Only after shifting current attitudes, can we collectively begin to engage in new behaviour that will direct our policy makers and politicians to enact legislation to significantly reduce the poverty level in Canada
Shifting Societal Attitudes 2008 - present
PHASE 1: Research and examine current Canadian deep-seated attitudes.
PHASE 2: Research and examine “best practices” related to shifting attitudes and behaviours.
PHASE 3: Design and launch a comprehensive, long-term, multi-faceted national initiative.
Shifting Societal Attitudes 2008 - present
Community – University Partnership 2008 - present
• Literature review Mixed methods study: Qualitative and Quantitative
Researching AttitudesRelationships and Context
20
Terry WLU
MaryOpportunities
Waterloo Region
ColleenWLU
4th year students
WLU
1622nd year student
participantsWLU
Thematic Apperception Test (TAT)
– Shown photos (10 in total)
– Given 5 minutes to write a story answering the 4 questions
Study 1 Materials: Projective Test
21
Relative
Absolute
• Limited awareness of poverty
• Acceptance of poverty
• Conditional compassion
• Gender
Qualitative Results Summary
MacKeigan, M., Mitchell, T., Wiese, J., Stovold, A., & Loomis, C. (2013). It's not a Canadian Thing: Researching attitudes toward poverty.
– Word associations (Semantic Differential Scale; Osgood, 1969)
– Complete a measure of implicit attitudes toward…» The self» An average university student» A parent with child at a food bank
• Relative poverty» A street person
• Absolute poverty– Higher scores = More derogation– Social Dominance questionnaire
Happy__:__:__:__:__:__:_SadTrustworthy__:__:__:__:__:__:__DangerousClean__:__:__:__:__:__:__DirtyIntelligent_:__:__:__:__:__:_UnintelligentResponsible_:__:__:__:__:__:_IrresponsibleMoral _:__:__:__:__:__:_ImmoralHard Working_:__:__:__:__:__:_ LazyReliable_:__:__:__:__:__:_UnreliableCareless_:__:__:__:__:__:_ CarefulNot frightening_:__:__:__:__:__:_ FrighteningWorthy_:__:__:__:__:__:_ UnworthyRespectful_:__:__:__:__:__:_DisrespectfulLucky_:__:__:__:__:__:_UnluckyGood_:__:__:__:__:__:_BadStrong_:__:__:__:__:__:_WeakPolite_:__:__:__:__:__:_ RudeHonest _:__:__:__:__:__:_ DishonestKind____:__:__:__:__:__:_ CruelHelpful _:__:__:__:__:__:_ UnhelpfulActive_:__:__:__:__:__:_Passive
Measures: Characterizing Self & Others and Social Dominance
Self
Averag
e universi
ty stu
dent
Parent a
t food ban
k
Street p
erson
00.5
11.5
22.5
33.5
44.5
5
2.41
3.21 3.44
4.39
Target
Dero
gatio
n/ d
ista
ncin
gResults: Scores Characterizing Self & Others
**
*
• People distance themselves from those in poverty
• Distancing is a protective strategy allows people to:– maintain the belief that the world is fair and just– absolve themselves of responsibility for their inaction– manage their negative emotions (e.g., guilt, hopelessness)
• Assumptions matter– Ascribed/external sources of poverty
• Associated with more empathy and understanding
• Hope?– Education and awareness
Overall Summary
• All students admitted that previous to the course, they viewed poverty as an individual problem and they also applied common stereotypes to those living in poverty.
• Following the course all students reported that their understanding of why people are living in poverty had dramatically changed as they are now aware of the numerous variables that impact one living in poverty and their inability to escape.
Education as Intervention
4th year students focused on poverty as a societal issue
PRESENTERS:Mary MacKeigan, Terry Mitchell, Jessica Wiese, Alexa Stovold and
Colleen Loomis
It’s not a Canadian Thing: Researching attitudes towards poverty
Community Conversations Series - Season 10May 28, 2013
NEXT STEPS• publications• Completing the analysis of the 2nd year project qualitative data• Planning the 3rd project for September, 2013• New tool
TABLE DISCUSSIONS
Reflection on C-U Partnership
• Commitment
• Responsive to community needs
Community first!
Our Research TeamDr. Robert Mackinnon
Tracey Chiasson - Erin Bigney - Kathryn Asher Steven Morrisson - Ashlie Jewell
Dr. Regena Farnsworth and
Barry Galloway
Year One Results:Impact of Mentoring
The University of New Brunswick Saint John’s (UNB Saint John) Promise Partnership is a community-based and university-run academic enrichment and poverty reduction initiative focused primarily on the priority neighbourhood of Crescent Valley, Saint John, New Brunswick.
Promise Partnership Programs
• Student Mentoring Club
• Backyard Book Club
• Discovery Nights
• Book’n It Tutoring Program
Mentor Research Questions 1a) What has been the impact for UNB Saint John students who volunteer as mentors?
1b) How do the mentors feel about their mentor mentee relationship and about the program in general?
Parent Research Questions
• 2a) What are the parents perceptions of the Promise Partnership?
• 2b) What are the parents perceptionson education/university?
Participants• Target Populations – Mentors (56)– Parents of children involved in our programs (55)
• Control Populations– University students who do not mentor (56)– Parents of school-aged children from another priority
neighbourhood who have not had access to our programs (55)
Results from the Mentor Questionnaire Packet
• Civic Attitudes and Skills Questionnaire– Mentors scored higher than controls on civic action,
leadership skills, and social justice.
• Feagin Poverty Scale/Attitudes Towards Poverty– Mentors where significantly less likely than controls
to adhere to the individualistic causes of poverty and more positive views on people who live in poverty.
Highlights from the Mentor Survey
• 80.5% reported a close relationship with mentee• 94.1% reported a successful relationship with
mentee• 70.6% reported mentoring was what they expected• 86.3% reported their intention to continue with the
program when the new semester starts
Highlights from the Parent Segment
• 85% reported that they felt the Promise Partnership had a positive impact on the Crescent Valley community and that it improved their child's:– Interest in school (80.5% )– Reading skills (75.6%)– Confidence in social settings (70.7%)– Ability to work independently (68.3%)– Confidence in their ability to do school work (67.5%)– Writing skills (65.9%)
Highlights from the Parent Segment
• 48.8% indicated that their child's involvement with the Promise Partnership has changed their perceptions/opinions about university
• The control parents wrote significantly more negative opinions about university compared to the HWSF parents
Highlights from the Parent Segment
• The HWSF parents showed significantly more parental support than controls for children to attend university.– 56.1% believed their child could obtain a university degree– 4% believed their child would drop out of high school
• Control Parents– 30.2% believed their child could obtain a university degree– 16.3% believed their child would drop out of high school
Consequences of Misinformation
Models of Collaboration
Polly Leonard, Carleton University School of Social Work
Does community engagement with University/Colleges have an impact on poverty
reduction?
• What types of partnerships are occurring? • What are the challenges and benefits to these engagements?
Project Description
• Partnership between Vibrant Communities Canada and Carleton University
• Online survey – Measure impact of engagement on community and
campus – Best practices
Research Methodology• Online survey created using Fluid Surveys – Canadian-based
survey tool with 18 questions
• Social media recruitment – Participants from across Canada affiliated with Vibrant
Communities and their partner organizations, as well as universities and colleges
• Analysis – Simple descriptive statistics – Thematic analysis for the qualitative responses
QuestionsThemes:
1. demographics 2. poverty reduction 3. partnerships
Sample questions: • In the space below please tell us how you define poverty reduction.
• Poverty reduction strategies can take on many different approaches that occur at many different levels within the community. From the list below, please tell us what kind of work you do within the community to reduce poverty.
• For each of the above collaborative work, we would like to know who initiated the partnership between the community and the university/college.
29%
24%12%
12%
6%
6%
6%6%
Participants Staff/Member of a community organization
Staff/Professor/Member of a campus (university or college)
Coordinator at a Vibrant Com-munity
Staff member at a Vibrant Community
Chair at a Vibrant Community
Lead, Vibrant Communities Canada
Student
PhD Student
0%20%40%60%80%
100% 93%86%79%64%64%57%50%50%43%
29%21%
Types of Community/Campus Collaborations
The Campus
The Community
Another Organization
Other
Student practicums 6 (46.2%) 4 (30.8%) 2 (15.4%) 1 (7.7%)
Co-op Placements 3 (27.3%) 1 (9.1%) 1 (9.1%) 6 (54.5%)
CSL 6 (46.2%) 0 (0.0%) 1 (7.7%) 6 (46.2%)
Joint Research 4 (33.3%) 5 (41.7%) 2 (16.7%) 1 (8.3%)
Roundtables 1 (9.1%) 5 (45.5%) 2 (18.2%) 3 (27.3%)
Policy/Advocacy 2 (16.7%) 4 (33.3%) 2 (16.7%) 4 (33.3%)
Financial Support 3 (27.3%) 1 (9.1%) 3 (27.3%) 4 (36.4%)
In kind support 4 (36.4%) 3 (27.3%) 1 (9.1%) 3 (27.3%)
Info sharing 3 (25.0%) 4 (33.3%) 1 (8.3%) 4 (33.3%)
Organizational development 0 (0.0%) 5 (41.7%) 1 (8.3%) 6 (50.0%)
Program Delivery 0 (0.0%) 3 (27.3%) 1 (9.1%) 7 (63.6%)
Other 1 (9.1%) 0 (0.0%) 0 (0.0%) 10 (90.9%)
Colleagues & I reacting to a large community initiative and presentation
An external group approached several university affiliated organizations and
individuals about collaborating.
The community thought it would be helpful to collaborate around the
development of CBPR projects. We held extensive community meetings around
the design and development of the project, which eventually became a
course.
In most cases, the project began as a result of the community organization's initiative and research into what post-secondary partnership opportunities
were available.
Who Initiated?
Community Campus
Funding challenges
Faculty support and incentives
Meeting the community’s needs
Faculty and staff time to dedicate
Work did not fit into community priority
Slow moving process
Funding challenges
Perceived Power imbalance
Challenges to Collaborations
Benefits of Collaborations
Community• Participation in innovative project• Can see how the initiative will lead to
poverty reduction • Relationship with campus faculty • Sustained relationship with specific
faculty • University sharing their knowledge
and resources• Addressing community needs /
Strengthening community assets• Providing a genuine opportunity for
both the student and the organization to grow
Campus• Providing the opportunity for
students to learn skills in the community
• Community organization sharing their knowledge and resources
• Participation in an innovative project• Access to community mentorship • Proving a genuine opportunity for
both the student and the organization to grow
• For students to make connections beyond the campus
• Students will gain knowledge in the areas of the nonprofit and voluntary sector
Next Steps
Review Survey Results
Sense Making Session
Focus Group Interviews with Key Partners
Develop Campus /
Community Model (s)
For More Information• Vibrant Communities Canada:
www.vibrantcommunities.ca• Communities First Impacts of Community Engagement:
www.thecommunityfirst.org• Karen Schwartz: [email protected]• Liz Weaver: [email protected]
Follow us on Twitter! @VC_Canada, @CFICECan, @pollyaleonard
Questions?
Thank You!