In-depth interview questions (see Appendix A) focused on college students' expectations of the program, challenges they faced as facilitators delivering the TBTH curriculum, their assumptions about urban youth, and lessons learned about themselves, urban youth, and violence prevention as a result of their work in the program.
During their work in the TBTH program, the majority of students came to understand the "luxury of obliviousness" (Johnson, 2001).
.when you look at urban youth and poverty, then there's even more fear." The vast majority of students going through the TBTH program admitted that their preexisting assumptions were challenged and their latent biases changed as they discovered thoughtful, socially aware, and hopeful urban youth on the other side of demonizing and damaging representations that populate the social imagination.
During this quarter, I began to think deeper about the ways in which my White privilege can at times interfere with the work that I am doing in TBTH ...
Our TBTH work called for students to promote anti-violence through a violence prevention program directed at youth who--notably unlike the service-learners--often experienced violence as a routine part of their daily lives and in some instances, as a resource for their survival.
While students in the TBTH program are enrolled in a ten-week service-learning course, they are engaged in delivering the program for a full academic year.
What are some of the issues you have encountered with delivering the TBTH curriculum to the high school students?
Issues you've encountered with specific content of the TBTH curriculum?
As you begin your work with TBTH, what are you learning about yourself?
As you begin your work with TBTH, what are you learning about what it takes to deliver an effective violence prevention and community activism program with youth?
How are you feeling about your understanding of the topics in the TBTH curriculum (e.g., sexual violence, domestic violence, healthy relationships, media literacy, etc.)?
How are you feeling about your ability to present the topics in the TBTH curriculum (e.g., sexual violence, domestic violence, healthy relationships, media literacy, etc.)?