Team of Caring Educators Delivering a Specialized Math Curriculum for Racialized Youth during COVID-19

This study examined the efficacy of an afternoon and weekend academic program called the "Community School Initiative" (CSI) during the COVID-19 pandemic. CSI was offered to racialized students and families from the Jane and Finch community in Toronto which is one of the most under-resourc...

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Bibliographic Details
Published inExcellence in Education Journal Vol. 12; no. 1; pp. 123 - 147
Main Authors Abudiab, Sally, Eizadirad, Ardavan, Baartman, Brice
Format Journal Article
LanguageEnglish
Published Excellence in Education Journal 2023
Subjects
Achievement Gap
After School Programs
Community Programs
COVID-19
Culturally Relevant Education
Elementary School Students
Foreign Countries
Low Income Students
Mathematics Curriculum
Mathematics Education
Minority Group Students
Pandemics
Parent Attitudes
Partnerships in Education
Program Implementation
Student Attitudes
Teacher Attitudes
Canada (Toronto)
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Summary:This study examined the efficacy of an afternoon and weekend academic program called the "Community School Initiative" (CSI) during the COVID-19 pandemic. CSI was offered to racialized students and families from the Jane and Finch community in Toronto which is one of the most under-resourced neighbourhoods in Canada. It involved a partnership between private social enterprise "Spirit of Math" and non-profit organization "Youth Association for Academics, Athletics, and Character Education" (YAAACE). Seven teachers participated in a focus group and 33 students and parents completed a survey to express their experiences attending the CSI. Findings were identified using thematic analysis from a Critical Race Theory paradigm. Key characteristics of effective structural community-programming were identified. The results highlight the importance of access to opportunities in a culturally reflective manner to ensure student success through continuity of care particularly on evenings and weekends involving a team of caring educators.
ISSN:2474-4166