TY - JOUR
T1 - Bright Futures: A University–Community Partnership Nurturing Possible Selves among Young Underrepresented Students
AU - Mahoney, Jenna
AU - McClowry, Grace
AU - Lenstra, Lauren
AU - Tan, Kevin
N1 - Manuscript preparation was supported by a grant from the Illinois Criminal Justice Information Authority Restore. Reinvest. Renew (R3) grant program [Agreement No. 921632] awarded to Dr. Kevin Tan. We also acknowledge a Small Grants Big Impact award to Jenna Mahoney for expenses not covered by the first grant from the Community Learning Lab in the School of Social Work at the University of Illinois at Urbana\u2013Champaign. The contents of this article are solely the responsibility of the authors and do not necessarily represent the views of the funders.
PY - 2024/4
Y1 - 2024/4
N2 - This Practice Highlights column describes a university–community partnership program aimed at fostering possible selves among young elementary students from groups underrepresented in higher education. Drawing on Kolb’s Experiential Learning (Thomas et al., 2022) and Markus and Nurius’s Possible Selves (Dunkel & Kerpelman, 2006) theories, the project’s goal is to inspire students to envision themselves in future educational and career paths through interactions with a large research-intensive, land-grant public university. As part of a three-year Restore. Reinvest. Renew (R3) grant from the Illinois Criminal Justice Information Authority awarded to the fourth author of this column (Dr. Kevin Tan) to deliver socioemotional programs and services, 11 students, some accompanied by their caregivers, spent a half-day at the University of Illinois at Urbana–Champaign during their 2023 spring break. This column discusses the background for this visit, the “bright futures” theme, and key experiences, reflecting the promise of university–community collaboration.
AB - This Practice Highlights column describes a university–community partnership program aimed at fostering possible selves among young elementary students from groups underrepresented in higher education. Drawing on Kolb’s Experiential Learning (Thomas et al., 2022) and Markus and Nurius’s Possible Selves (Dunkel & Kerpelman, 2006) theories, the project’s goal is to inspire students to envision themselves in future educational and career paths through interactions with a large research-intensive, land-grant public university. As part of a three-year Restore. Reinvest. Renew (R3) grant from the Illinois Criminal Justice Information Authority awarded to the fourth author of this column (Dr. Kevin Tan) to deliver socioemotional programs and services, 11 students, some accompanied by their caregivers, spent a half-day at the University of Illinois at Urbana–Champaign during their 2023 spring break. This column discusses the background for this visit, the “bright futures” theme, and key experiences, reflecting the promise of university–community collaboration.
UR - http://www.scopus.com/inward/record.url?scp=85192718444&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85192718444&partnerID=8YFLogxK
U2 - 10.1093/cs/cdae007
DO - 10.1093/cs/cdae007
M3 - Article
AN - SCOPUS:85192718444
SN - 1532-8759
VL - 46
SP - 129
EP - 132
JO - Children and Schools
JF - Children and Schools
IS - 2
ER -