HUNTER
COLLEGE COMMUNITY ORGANIZING
and DEVELOPMENT (C.O.D.)
PROGRAM
c/o Hunter College
School of Social Work 129 E. 79th
Street, New York, NY 10065
phone: 212-452-7112, fax:
212-452-7150, e-mail: tmizrahi@hunter.cuny.edu
EDUCATING FOR SOCIAL
THE IMPACT OF AN
STUDENTS' CAREER AND
|
Authors: Terry Mizrahi, Ph.D.
Andrea Case, M.S.W. June 1998 |
This paper presents an
analysis of the impact of a course on students' career direction and community
involvement. It was initiated as part of the planning and implementation of an
interdisciplinary Community Organizing and Development (C.O.D.) Program at
Hunter College at the undergraduate level.[1] There are very few documented formal
education programs aimed at developing community organizing as a professional
career (O’Donnell, 1995; York & Havassy, 1997); the few articles that exist
on community organizing training focus on programs outside academia (Robinson &
Hanna, 1994; Hanna, 1998; Mizrahi & Rosenthal, forthcoming).
BACKGROUND, METHODS AND
SUMMARY
The paper focuses on the
impact on Hunter students of two new interdisciplinary courses, concentrating
on the innovative one semester, three credit course: Introduction To
Community Organizing and an separate supervised 100 hour internship. The
course provides the knowledge, skill and value base underpinning community
organizing, planning, development and change. It emphasizes the myriad roles,
goals, and strategies used by community organizers in effecting social change.
A 20 hour volunteer field placement is required to expose students to an actual
organizing setting. Innovative pedagogical methodologies modeling and utilizing
community organizing skills and strategies were used by the faculty along with
presentations and discussions with experienced organizers from the community
(see attached syllabus). The same faculty member taught the course all four
times.
An anonymous
questionnaire was mailed to 90 "alumni" who took the C.O. Course in
one of four semester between Fall 1995 and Spring 1997 (see attachment). Almost
60% of the alumni responded (N=53). There were open and closed-ended questions
about the value of the course one to three years after it was taken. Eleven of
the respondents had also completed an additional 3 credit, 100 hour supervised
internship. A similar before and after course questionnaire was completed by an
additional two cohorts of students who took the course in Fall 1997 and Spring
l998.
Analysis of both the qualitative
and quantitative data indicates extremely positive impacts of the course on
their lives and on their avocational, vocational and advanced educational
pursuits. These former students reported on the extensive knowledge and skills
acquired and their increased interest in using community organizing in their
personal and professional lives. Unquestionably, the course shaped the career
direction for many students and for almost all of them, the course had a broad
influence on the students' civic lives and community activities. Given the
schism that has existed traditionally between academia and the organizing
world, this C.O.D. program is a model of effective collaboration that bridges
traditionally disparate communities.
FINDINGS
Background on the Course
"Alumni"
Forty-four percent of
those who took the course had already graduated from Hunter College. Twelve
percent had taken a leave of absence and about 50% were still enrolled at
Hunter. Ten percent were in graduate school and 82% were currently working. Six
percent were pursuing additional organizer training at this time.
Seventy-four percent of
those responding were female. The cohort was mixed racially and ethnically with
slightly more than 1/4 were Caucasian, another 1/4 were African American, 1/5
were Latino, and 1/10 were Asian). About 1/3 were in their early 20's, 2/3 in
their late 20's and almost 1/3 were over 30 years. (Seven percent identified
themselves as homosexual; however almost 50% left the optional "sexual
identity" category blank.)
The breakdown of those
responding is reflective of the total population of the 90 course participants
with respect to age, gender and racial or ethnic identity.
Alumni's evaluation of
the Introduction to Community Organizing course was overwhelmingly positive
(see Table 1). Eighty-four percent stated that they learned a considerable or a
great amount from the one semester course. This extremely affirmative response
was surpassed by the number of alumni that felt that they learned more in this
course than in other courses (94%). As Table I indicates, students not only
valued the course, but would also recommend it highly to their peers. Perhaps
even more importantly, for almost two-thirds of the alumni, the course
substantially influenced their job and career direction, as well as their
volunteer and community work.
With respect to what
they remembered about the course content, more than three-quarters of alumni
reported that they learned a great deal or a considerable amount from almost
all of the course topics ranging from organizing roles, to understanding
values, power and resources (see Table II). Likewise, these former students
valued both the traditional and non-traditional methods used in teaching the
content (see Table III). Two-thirds valued the experiential learning attached
to volunteering at a community organization while almost al1 appreciated both
the participatory and lecture formats.
Contributions of the
Community Organizing Course to Learning: Theory, Community Awareness and Skills
One quote summarizes the
dominant theme of what alumni learned from the C.O.D. course: "The
concept of c. o. and the use of collective power for social change.” Alumni felt that they gained an
understanding of what c.o. is, how it is done, and its importance to society.
Not only did they learn about c.o. models, but they also learned how to use
various c.o. strategies and tactics:
[The most important thing I learned from the course
was] the different strategies for approaching social change - and how the
models have been put into effect in the past (3)
[The most important things I learned from the course
was the] History of social change movements; importance of assessing and
understanding the community and/or constituents/members; importance of
cultivating allies; making links. (22)
[The most important things I learned from the course
was the] The role of the organizer vies a vie the group being organized. How to
build a group and help keep it going. (9)
Different skills, such
as how to run meetings and how to develop leadership were mentioned as critical
additions to their knowledge base:
[The most important thing I learned from the course was]
Leadership qualities, agenda planning, organizing groups, making changes,
networking and problem solving. (21)
[The most
important things I learned from the course was] Running meetings in an
organized way, being able to stay on track when personality conflicts arise in
meetings. (49)
[The most important things I learned from the course was]
Community Organizing. Lobbying strategies. Learning the difference between
issues and problems. Leadership development. (14)
An awareness about how
to create social change using community, and how to give voice to the voiceless
were also mentioned. As one alumnus stated, one of the important things that he
learned was, "The significance of community as a unifying and powerful
tool for waging social change movements. " (2) Another stated, "I
gained a more clear knowledge of power structures (city government, large
institutions) and an understanding of strategies to use so t.he "less
powerful" voice can be heard."(36)
The Impact of the C.O.D.
on Alumni's Lives: Changes in Consciousness, Personal Empowerment, Values, and
Roles
Almost all of the alumni
said that the course influenced their lives in some way. On the whole, it made
them more conscious of c.o. as a discipune and as a career. For some, the class
helped to solidify an already existing interest in the field. Another cohort
were stimulated to consider c.o as a career. Others found themselves becoming
more involved in their communities or volunteering to support various causes.
To them, the class highlighted the importance of civic involvement.
Additiona'Hy, alumni involved in careers other than c.o. were able to make the
link between their disciplines and community organizing. For example, one
alumna stated "Community organizing influenced my career goal - I now
see the role of journalism and c.o. "
Another stated,
"I learned that community organizing is not something
that I wanted to pursue professionally, but the course did have a drastic
effect on howIfeel about my impact on my community. The course made me realize
thatI did need to contribute to causes that I felt were worthy, - and that my
input to these causes did matter. " (13)
It is clear that the
course's effect on alumni were varied but nevertheless seemingly profound.
The course also raised
consciousness and changed perceptions about the world and about themselves. The
majority of alumni commented on c.o.'s power to change society. The idea that
c.o. does make an impact on the world was a revelation to some, and a comfort
to others. Note what these alumni had to say:
This course made me realize this world functions because
of what we all do. We all make a difference influencing change which can
benefit everyone. " (38)
Organizing is germane to any field because there will
always exist issues of power and struggles. (30)
I realized that even in a city like New York where
everyone seems highly selfcentered and driven to achieve individual success,
people can and are pulling together through community work. Participating in
the process was a truly uplifting experience. (36)
The changes in perception
range from the intellectual, "There are a number of important issues in
the world, " to the personal, "I can make a difference."
Changes in perception also led to increases in alumni's sense of personal
power. As some alumni revealed:
I f eel like an
active participant now more than before. I know that one voice combined with
other individual voices carry volume. (49)
I got involved instead of complaining. I think of myself
as a leader.
The course made me realize that I can make a difference
in someone's life. (16)
The increase in alumni's
personal power is most evident when examining the effects of the CO Course on
alumni values. Several noted personal change:
I f eel less the victim, more of the agent of change. I'm
more active. (10)
My values have been affected by what I learned in the
course, by not waiting on people to make changes for me, but to make the first
step toward making a change. (20)
Learning to listen is essential in organizing. Just
listening to people it means more than what you could possibly say. "I've
learned to value people's opinions (32)
I appreciate all
things on this earth . I used to say I hate people. I don't hate people. I hate
what they stand for. " (29)
Some
alumni indicated that their values did not change, but for others, their values
were strengthened. As one alumna stated "My values are the same before
as they are after taking this course, with the exception that they are a little
more finely tuned. " Several alumni noted that they were more
appreciative of community efforts, community organizers, and uniting to
struggle for causes.
When
asked if they made any changes in the roles they played as citizens/residents,
clients/consumers, parents, friends, neighbors or colleagues, many responded
affirmatively:
Yes, [I am] much more of a critical
thinker as my role in my community and work and personal life. All of which are
intimately linked, which is a perspective that this course fosters and nurtures
through practical experience. (37)
Yes, I believe before all I looked for was to finish school and
move out of my community, but now I have an interest to stay and make it better
for those behind me. (32)
I have gained a better sense of myself and have increased
confidence in my relations with others- particularly those ins seats of power.
(31)
I am less bitter towards people. (29)
Volunteerism
and Activism
Over
half of the respondents said that they did volunteer work prior to taking the
C.O. course. Volunteer experiences ranged from serving on councils at schools
to belonging to neighborhood tenants' associations, with the majority of alumni
volunteering in religious settings, school organizations, and tenant
associations. While the number of alumni that did volunteer work after taking
the C.O. course slightly declined, many more were also now working full time.
Most continued to volunteer at the same site with increased determination and
skill.
As
noted in Table IV, the alumni were much more active after having taken the C.O.
Course. In almost all of the 11 community and political activities listed, the
percentages of those indicating that they had taken part increased
significantly. Notable among the large increases was participation in electoral
and issue politics --ranging from financially contributing to a campaign to
working on one. Also, there were substantial gains in areas ranging from
lobbying a governmental body to organizing a community event.
Recommending the Course
to Others: Alumni Speak
Virtually all the alumni
stated that they would recommend this class to other Hunter students. Responses
such as "with enthusiasm" and "absolutely" were
common. While some would recommend it only to those in certain disciplines such
as social work, human service studies, political science, and women's studies,
most would recommend it to everyone. A substantial majority felt the skills and
knowledge they acquired would be helpful to everyone, regardless of one's major
or career path:
whether someone is interested in pursuing a career in
organizing or not., many valuable skills were taught in this class which can be
used in many other work situations and environments. (31)
I
feel organizing skills can be applied in any area of work. I think it's an
essential class
that students should have the advantage to
take. (32)
It
is extremely valuable to learn methods and techniques of organizing, regardless
of what
you use your skills for. (8)
One factor influencing
their course recommendation was the unique nature and structure of this
course. As alumni
stated:
It is a great experience to have hands on experience and
share it with a class and instructor to help you grow. (17)
The
courses were much more interesting and engaging that most of my classes. They
moved
beyond academics and
theory to practice. There was interaction between students that rarely existed
in other classes. " (22)
Impact of Course on C.O.
Career Direction: Many Opportunities, Many Obstacles
One-fifth of the
respondents now have a job in the c.o. field. Respondents cited several
opportunities in pursuing a career in c.o. The opportunities to learn about
c.o. in this course, in addition to the opportunity to volunteer through
school, were presented as having practical consequences. As one alumna states, "...my
volunteer activities have given me a lot of experience that I could apply to a
job. " (22)
However, many cited
obstacles already known to promoters of social change. Obstacles to pursuing a
c.o. career varied from lack of skills to lack of experience, in spite of
having taken the course. The hours required in the c.o. field, as well as the
perception that there are limited numbers of c.o. jobs out there, were also
identified as barriers. However the biggest challenge alumni identified in
pursuing a career in c.o. is salary! Time and time again, salary was listed as
an impediment to entering and advancing in the field:
There are not many jobs in organizing/activism!!! And the
ones that exist often don't pay enough to survive on.! (22)
There are many
opportunities for me to pursue such a career, however, one major potential
obstacle is that of compensation - wages are still quite low in the organizing
field. (47)
Nevertheless, those
alumni who chose not to enter the c.o. field because of salary often
incorporated c.o. into other aspects of their lives:
For many years I considered pursing a career in c.o.
However, I realized that it is extremely difficult to support a family on such
salaries. If eel I have struck a balance by choosing to do my organizing on a
volunteer basis. (31)
This alumnus' view
represent the adjustments people were willing to make in order to include c.o.
in their lives. However it is clear that in order to attract new workers,
salaries need to increase in order to attract these educated. committed and
skilled individuals.
THE "BEFORE"
AND "AFTER" COURSE ASSESSMENT
The course was taught by
two different faculty members in Fall 1997 and Spring 1998 from the one who
taught it in all previous semesters. Analysis of the following data assures
that the instructor was not the significant factor in the reported positive
outcomes.
Knowledge of C.O. Topics
(see
Table V). The students demonstrated tremendous areas of growth in knowledge
related to 12 community organizing topics. Before taking the course, fewer than
a majority of students knew a great deal or a considerable amount about the
knowledge and skill base of c.o.(ranging from 8% to 495%). Upon completion,
small and large majorities knew a lot (ranging from 66% to 82%).
Learning from Course
Components (see
Table VI). The students were pretty accurate with respect to their predictions
about the formats for acquiring the c.o. content. Most anticipated learning a
great deal or considerable amount from all five identified components and
indeed, they indicated that this had actually occurred.
Community and Political
Activism (see
Table VII). One goal of the C.O. Course and the eventual C.O.D. minor is to
produce more informed and active residents regardless of their vocation. It is
the C.O.D. Program's belief that a citizenry equipped with the knowledge,
skill, and values to participate in civic life would contribute to a more
empowered and dynamic community.
We examined whether this
diverse group of students were already active and, by inference, whether as a
result of taking the course, they would anticipate strengthening or expanding
their areas of public participation. The results are stunning. In all 11
identified areas of community or political participation, there were
significant increases in the percentage indicating they would become active.
Especially noteworthy was the fact that at least 2/3 of the cohort anticipated
playing a leadership role in community affairs and working on electoral,
political or issue campaigns. Also interesting is the fact that almost half
would engage in more activist social protest activities including civil
disobedience and joining a picket line. Clearly, the course had a critical
impact on their expectations of activism, and will indeed come to fruition it
they follow the outcomes the direction taken by those who took the course in
earlier semesters.
Interest in Community
Organizing (see
Table VIII). One puzzling finding was the fact that the percentage of students
interested in pursuing a career in c.o. dropped somewhat as did their apparent
interest in taking an internship the following semester. Two factors may
account for much of the difference between these and the alumni who indicated a
greater c.o. career interest afterwards.
First, the time of the
course shifted (by design) from evening to daytime. It attracted a somewhat
younger cohort of day students, many more of whom indicated they were taking it
for credit toward a major or minor. Polling them at the end of the course
revealed that there was much more interest in both the minor and the
internship, but they could not fit the 100 hour field internship in their next
semester's schedule. Some were already seniors needing additional credits
toward their declared major or minor. Others had paid job responsibilities in
addition to family and school which did not leave them with enough hours in a
week to fulfill all their obligations.
CONCLUSION
"The most important aspect of this course for me,
was the ability to apply theory to practice, not only in work, but personal
life and other activities in the community. " (37)
Without question the
C.O. course significantly increased the students' knowledge and skill. However,
perhaps more importantly, it also influenced their consciousness about the role
of community in effecting change, and strengthened their roles in their own communities.
In essence, the
respondents revealed that the true value of the C.O. course for them was the
application of c.o. theory to their lives. As one can see, the course has
influenced many aspects of their lives, from their values, to their roles as
citizens and activists. The impact of the course was way beyond what its
originators envisioned. The course increased students' interest and movement
towards a in c.o. as a career. Most importantly, it has built their knowledge
and skill base and changed their perspective on how to create change. This
course is an invaluable step in creating a committed and competent core of
citizen and paid change agents.
While the C.O. Course was
modified somewhat in its format, content, and structure by virtue of different instructors, the basic syllabus and
teaching methodology remained in tact over six semesters. The six cohorts
who took the course were extremely positive about it, learned a lot, and identified
anticipated and actual impacts on their personal, career and civic lives.
This outcome is extremely rewarding to the interdisciplinary collaborative
who designed and implemented components of the C.O.D. program which we anticipate
will be institutionalized by the Hunter College administration.
REFERENCES
Hanna, M. Tracking and
Training: Two keys to commitment in community organizing. Paper presented at
ACOSA Symposium, March 1998.
Mizrahi, T. &
Rosenthal, B. (forthcoming). 'A whole lot of organizing going on': The status
and needs of organizers in community-based organizations. Journal of
Community Practice.
O'Donnell, S.M. (1995).
Is community organizing 'the greatest job' one could have? Findings from a
survey of Chicago organizers. Journal of Community Practice. 2 (1), 1-15.
Robinson, B. &
Hanna, M.G. (1994) Lessons for academics from grassroots community organizing:
A case study of the Industrial Areas Foundation. Journal of Community
Practice. 1 (4).
York, A.S. & Havassay,
H. (1997). Can community activists be taught their job? Journal of Community
Practice. 14 (3), 77-87.
Civic pursuits
7/01
[1] This research was funded in 1997 by the President’s Research and Teaching Initiative (Hunter College).