Kelley Bacca Cis June 2009v2

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  • 1. The Barrio Arts &Culture Communications Academy (BACCA) as a Model for Culturally Sensitive Youth-Driven Inquiry and Praxis Michele A. Kelley UIC School of Public Health June 14, 2009
  • 2. Presentation Goals
    • Describe BACCA as a Culturally Tailored After School Program to Promote the Well-Being of Latino Youth and Foster Future Leadership for Community Health Improvement
    • Discuss trends in public health and youth development
    • Articulate the significance of BACCA for the community
  • 3. Trends in Public Health &Youth Development
    • Youth culture as an asset
    • Youth use of media and technology
    • Quality out of school time
    • Community-driven inquiry
    • Social marketing to influence behavior
    • Youth led health promotion
  • 4. Realities of Community Youth
    • High school drop out / “push out”
    • Perceived lack of possibilities for a meaningful future
    • Racism/ discrimination
    • Identity confusion
    • Family economic and social strain
    • Violence
  • 5. National Academy of Sciences Report 2002
    • Changing landscape of family and community life
    • Resources available to young people
    • Societal complexity
    • Continuum of learning
    • Social stratification & disparities
    • Expand framework to positive outcomes
    • (NAS Community Programs to Promote Youth Development, 2002)
  • 6. BACCA Goals
    • 1. To engage at-risk Latino adolescents from the Humboldt Park Community in a multi-component community arts, culture, and technology program,
    • 2. To demonstrate how participation in the program decreases risk for school dropout through capturing proximal indicators of positive youth development, and
    • 3. To foster community engagement, social responsibility, and extra-familial sources of support through participation in pro-social, culturally tailored program activities.
  • 7. Scientific Basis
    • 1. positive and sustained adult-youth relationships
    • 2. skill building, including technical/artistic/literary as well as social skills
    • 3. youth participation in meaningful and pro-social activities with others
    • (Lerner, 2002,)
  • 8. Scientific Basis
    • developmental contextualism
    • social support
    • social learning theory
    • identity development
    • social marginalization / empowerment;
  • 9. Organization: PRCC *Prosocial norms *Dedicated & competent staff *Empowering & culturally sensitive climate. Community Latino Youth INPUTS (Level= Organization & Community) OUTCOMES (Level = Youth Citizen Residents) Proximal Distal (6 “C’s of PYD) (Prevent Dropout) Nutrition &Physical Activity Homework/Study High School Completion Positive Future Aspirations PYD Caring/ Compassion Competence Contribution Character Connection Confidence Creative Arts & Technology Programs -> -> Engaged Young Citizens Humboldt Park Community Local & Cultural Assets BACCA Youth Contribute to the PRCC & Community: The Social Ecology Cycle ↕ OUTPUTS (Level=Program) Activities/ Reach
  • 10. Goals of PYD (Positive Youth Development)
    • Promoting positive relationships with peers
    • Emphasizing youths’ strengths
    • Providing opportunities to learn healthy behaviors
    • Connecting youth with caring adults
    • Empowering youth to assume leadership roles in programs & communities
    • Challenging youth in ways that build their competence (NCSL, 2007)
  • 11. WHO Europe Report on Empowerment & Health 2006
    • The most effective empowerment strategies are those that build on and reinforce authentic participation ensuring autonomy in decision-making, sense of community and local bonding, and psychological empowerment of the community members themselves.
    • (Wallerstein, 2006)
  • 12. Evaluation Methods
    • Descriptive survey at program entry
    • Small group discussion
    • Video documentation
    • Culminating Event with Youth Products and Community Input
    • Ongoing observation and meetings with careful notation
    • Participatory with staff and students
  • 13. Program Strengths
    • Youth had strong reactions to the cultural and community context of their experiences
    • Highly skilled and committed teachers and staff
    • Built on existing community assets
    • Integrated and shared resources and social roles of leaders and participants
    • Prosocial norms and ethos inspired by community history and experience
  • 14. Lessons Learned: Youth Outcomes
    • Confidence in discussing issues with other adults, neighbors and youth
    • Appreciation for skills they developed
    • Increased understanding of complex community issues, e.g. gentrification, race relations
    • Being able to ask for help; and give assistance to others
    • Considering community history and culture in their own sense of self and future
  • 15. BACCA as a Community Resource
    • A forum for exploration, discovery & personal transformation
    • Taking on underage drinking as an issue
    • Apply cultural assets to assess problem
    • Mechanisms in place to take action
    • Building capacity for other health issues
    • Youth become leaders from experience and self-actualization.
  • 16. Closing Thoughts
    • Most Important Lessons Learned
    • - community ownership of issues (sustainability)
    • - social embeddedness of program
    • - values rooted in culture
    • - Human & Cultural capital stays in community = sustainability
    • Future of BACCA
  • 17. Community Health Vision
    • BACCA seeks to become the premier Latino organization for youth-driven inquiry and action to enhance community health and well-being.
  • 18. Gracias, Thank you! Special Thanks to Program Coordinators Xavier “Xavi” Luis Burgos and Tabita Escobar-Perez; and to Mayra Estrella at UIC.