Science, Schooling and Experiential Learning in Pacoima

This paper examines how concerns about school reform, environmental quality, and experiential learning have converged in Pacoima, California, an older community of 98,000 persons in the northeast San Fernando Valley. The area's environmentally compromised landscape has inspired a grassroots urban ecology movement, named Pacoima Beautiful, promoting environmental education, leadership development, and advocacy. Modeled on Dutch "science shops," their research agenda on environmental quality of life is based upon concerns posed by community residents and carried out in partnership with local universities. Pacoima's environmentalists also collaborate with Project GRAD Los Angeles, a comprehensive initiative to improve student achievement in reading and math to increase the number of youth entering and succeeding in college. The initiative awards merit college scholarships, and require youth seeking them to attend two "institutes" during breaks to increase their skills and experience in reading, critical thinking, communication, and problem solving. An institute on science-based experiential learning engaged local high school students in collaborative research on environmental concerns, including hazardous waste, flooding, air quality, soil lead contamination, and environmental disease. Faculty from five area universities designed the research questions and outcomes for each study and college students served as mentors for the high school students as they implemented the projects. A resident was selected to serve as a recorder for each project and to relate what was learned to others in the community. Reflective activities, including discussion of alternative paths of action based upon the research, took place within the three constituencies: university students, high school students, and residents. Exposure to urban social knowledge, namely science and advocacy on behalf of environmental concerns, acted as a catalyst to raise the environmental awareness, community consciousness, and academic readiness of the youth. Involving university faculty and students, high school youth, and residents in collaborative partnerships was key to increasing social knowledge and social capital on behalf of revitalizing this community

Community Health and Development · Resilience and Mental Health · Youth Development and Social Support

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