Executive Summary
Introduction (Link): Our team has been given the task of developing a recommendation report for the Children's First Fund, which focuses on how additional funding can positively impact Percy L. Julian High School.
To accomplish this, our team extensively researched the surrounding area of Julian High School, devised a comprehensive focus group plan, and successfully conducted a focus group session involving more than 25 Julian students who actively participate in the Student Voices Committee (SVC).
Washington Heights (Link): To enhance our proposal and effectively prepare for the focus group, our team conducted thorough research on the Washington Heights community, considering its unique characteristics, needs, and leveraging statistical insights.
Income: Washington Heights' median household income of $46,848 compared to Chicago’s median household income of $53,006. Since Washington Heights has a lower household median income, they are at the lower quartile of Chicago’s income distribution, which may suggest that there are fewer economic opportunities in this area.
Race and Ethnicity: Black or African American individuals make up the majority of the racial distribution around Percy L Julian High School. Systemic racism and institutionalized oppression may have far-reaching effects on the residents, potentially leading to families with lower education levels, incomes, as well as different inequalities that are specific to them.
Education Level: The overall education level of this neighborhood improves over time. Since the 1990s, “High School Graduate Only” and “Some College” make up the majority of the population. The percentage of “BA or Higher Education” increases over time, while the percentage of “Not HS Graduate” diminished significantly since the 1960s. It is reasonable to speculate that with the improved education level, the neighborhood could enjoy the positive externalities of higher education, such as a lower crime rate. Besides, a more educated neighborhood could provide students at Percy L. Julian High School with a better study environment and could promote their inclination to further their studies, facilitating a virtuous circle.
Housing: Washington Heights has a larger percentage (32.8%) of foreclosed properties compared to Chicago (21.5%). This could be due to a number of factors including: minimal salary, medical expenses, increased property taxes, food prices, or education costs. Chicago has a smaller average foreclosure filing activity, meaning that Washington Heights is one of the areas in the upper quartile of Chicago’s foreclosure filing activity rate.
Percy L. Julian High School (Link): Percy L. Julian High School's mission is to provide an arts-integrated school built on justice, joy, and anti-racism that develops critical and creative thinkers who are empowered to impact positive change in their own lives, their communities, and the world.
Julian's History: Percy L. Julian High School is located in the Washington Heights neighborhood on the far south side of Chicago, Illinois. The school is named after Percy Lavon Julian, an influential African-American chemist and civil rights activist.
Community: As a public high school, Percy L. Julian High School serves a diverse student population from the surrounding community. The school is committed to providing a quality education and fostering a supportive learning environment for its students. Percy L. Julian High School plays a vital role in the Washington Heights community, empowering students to pursue their dreams and contribute positively to society.
Academic & Extracurricular: Percy L. Julian High School offers a wide range of academic programs and extracurricular activities to engage and inspire its students. The school places a strong emphasis on preparing students for college and career success, offering advanced placement courses, vocational training, and opportunities for internships and community involvement.
Focus Group Methodology (Link): Our purpose for this focus group was to better understand the student experience at Julian High School, and how CFF donations can improve mental and academic well-being.
Planning: The focus group questions were organized into four categories: Academic, Career, Hygiene, and Social and Emotional Wellness. These categories aimed to explore different aspects of the students' experiences and challenges at Percy L Julian High School. These questions were designed to gather information about the availability of resources, potential obstacles, and the students' thoughts and opinions on various topics relating to their school. The information gathered helped to identify areas where improvements can be made to support the students' academic success, career planning, hygiene needs, and social and emotional well-being.
Focus Group: The focus group was conducted over a virtual Google meeting. We began the focus group by each introducing ourselves. Then, we went on to explain the purpose of the focus group to the Student Voice Committee. To help the students be more comfortable, we followed our introductions with an icebreaker. We asked the students “What do you think of when you hear Julian High School?”. Through the introductions and the icebreaker, we aimed to establish a safe and supportive environment that would encourage the participants to share their ideas openly and confidently. Continuing, Mia, Sisi, and Tyler each took one or two of the four categories to concentrate on in the focus group. Dr. Katherine Whitington helped facilitate the focus group from Julian High School. From the Classroom, Dr. Whitington was able to help guide the discussion and ensure that we were able to hear the different perspectives of the Student Voice Committee. Moreover, Won was designated as the note-taker for the virtual call. Won's role was crucial in ensuring accurate documentation of the students' responses and capturing the essence of the discussion. By actively taking notes, Won helped maintain a comprehensive record of the students' perspectives, ideas, and insights.
Data: After the completion of the focus group, the collected data was organized and coded as part of the analytical process. Grounded theory is the process of identifying key elements of data and establishing categories. We utilized grounded theory to draw meaningful conclusions and establish different categories of needs for Julian High School. These categories included various elements, such as self-care, relationships, and resources.
Focus Group Data Codification (Link) and Discussion (Link):
Self-Care: Students at Julian high school face challenges in practicing adequate hygiene due to limited access to hygiene products, leading to discussions and gossip that affect their self-esteem. Suggestions include creating a "hygiene closet" and improving bathroom facilities that lack private spaces and often become unsanitary. Furthermore, students face limited mental resources. Suggestions include arranging events where students can openly discuss their feelings and connect with others and hiring more experienced social workers.
Relationships: Students feel that the staff prioritizes maintaining order over their emotional well-being, leading to a lack of meaningful connections. They desire more relatable adults and a safe community to build positive relationships with staff.
Resources: Students feel unprepared for life after high school due to limited academic resources and an inadequate advising system. They desire more engaged teachers and a more motivating disciplinary system, as the current curriculum is considered monotonous and unhelpful. Overall, the academic system does not cultivate a conducive learning environment.
Recommendations (Link):
Realistic Solutions:
Setting up a "hygiene closet" that provides free, essential hygiene products
Setting up a small private room in the bathroom that allows students to freshen up themselves privately
Arranging events that students can openly discuss their feelings and connect with others
Improving classroom aesthetics such as lighting, decor, paint, etc.
Aspirational Solutions:
Hiring more staff, especially young adults
Improving the quantity and quality of social workers available
Improving school infrastructure, particularly the lighting
Diversifying CTE programs