Personal Statement

I am looking for opportunities that allow me to (a) design activities/curricula and programs for young people (K-12th grade) in community-based educational spaces (CBES; e.g., museums, afterschool programs, summer camps, scouts) and/or (b) facilitate professional development experiences. I integrate research and practice to develop and test frameworks and conceptual models. I would love opportunities where I can continue to utilize research to improve practice. I have a Bachelor of Arts in Psychology with a Human Development and Family Science minor, a Master’s in Social Work with a Children, Youth, and Families certificate, and a Doctor of Philosophy in Education specifically Learning Sciences and Policy. I am also a licensed master social worker (LMSW) in Maryland. I use my personal experiences as a Black woman, my professional experiences in administrative and direct service roles in CBES, and my educational experiences to guide the work I do which is striving to foster the holistic health of (a) Black girls & Black women and (b) young people & staff in CBES.

Activities/Curricula and Programs

I enjoy creatively communicating concepts (e.g., research, entrepreneurship, science, technology, engineering, art, math, social-emotional skills, and physical fitness) to young people through activities/curricula, programs, events, and field trips.

• Identity Project – High school students explored who they are, including their social identities and learned about intersectionality.

• Research Project – Middle and high school students learned about research for the purpose of improving their communities through various outlets (social enterprises, 3D-printed products, educating the community). The foundation was to research a social issue important to them, inquire about the issue from others, propose a solution, and showcase the process.

• Social Skills Small Group – Elementary school students explored how to problem solve, conflict resolution skills, and different feelings.

• Social Work Apprenticeship – High school students explored the basics and fundamentals of social work through speakers, shadowing experiences, experiential learning (e.g., support and educational groups, facilitating active listening sessions, community organizing, researching, and managing mock cases), and a culminating project to showcase their learning.

Professional Development

I’ve designed and facilitated multiple courses, professional learning communities, and workshops for multiple groups including staff in K-12 education (schools and CBES), higher education students (undergraduate and graduate), and individuals in service programs (e.g., AmeriCorps, Public Allies). I facilitate virtual experiences, experiences in person, and hybrid experiences.

• Holistic Health Series – Based on research and my experience in the field, I designed a three-part holistic health framework specifically for CBES to support the holistic health of both young people and staff. The framework consists of describing holistic health, barriers to holistic health (inaccurate history, oppression manifestations, staff's identity and stress, and stress/trauma effects), and holistic health tools (advocacy/activism, connecting, critical self-reflection, evaluating curriculum/activities, facilitating safety, introspection, and learning accurate history).

• Introduction to Working in Community-Based Educational Spaces – This course is designed to prepare young professionals (i.e., less than 5 years of experience in the field) for a career in CBES with a foundation in education and social work. Through engagement with materials and other participants, they have an understanding of CBES through an equity lens including holistic health framework, young people’s development, learning, safety, and relationships. Drawing on our collective knowledge, we identify and strategize around tensions in CBES and reflect on and apply course concepts to current and future work.

• Supporting 5th-12th Grade Black Girls in Community-Based Educational Spaces – After a literature review for my dissertation, I established four components of a conceptual model specifically for staff in CBES: gendered racial socialization messages and 5th-12th grade Black girls’ interpretation of messages, gendered racial identity ideologies, and outward display of sense of self in CBES. To test the model, I conducted interviews with staff in CBES, focus groups with 5th-8th grade Black girls, and a secondary data analysis of the stories of Black adolescent girls. The dissertation is a practitioner facing document with identified techniques for staff as they support 5th-12th grade Black girls in CBES that align with the conceptual model.