The Grassroot Project

In the '90s, nary a red carpet was walked without a sea of red ribbons. AIDS was the cause-celebre. Young romances began with "six months, and then we get tested before we sleep together." Okay, it's not exactly "oh, that I were a glove upon that hand that I might touch that cheek," but it all came from a place of consideration. We thought it would be easier to locate organizations that focus on HIV education and prevention, and it's not. 
That's why we were very happy to come across the Grassroot Project, a nonprofit that not only educates adolescent children about HIV and AIDS, but does so through peer advising and sports. 
Here's the breakdown: NCAA athletes attend training sessions to learn the facts (statistics, methods of transmission) and then to learn how to teach those facts, as well as some less qualitative lessons (making choices, community, peer pressure) to middle school students. The activities with the college coaches are generally worked into a sporting  game, which keeps heavy topics a little more digestible for young kids and gives them another opportunity to focus on living healthy. 
"Our goal is to create a generation of young people who are living healthy, HIV-free lives," said Marie Rudolph, executive director at the Grassroot Project. The focus on HIV prevention and education, she said, is "part of a larger effort to help young people make healthy choices and recognizing the consequences of their actions that they may be taking or soon will be taking."

More than 1.2 million people in the United States are estimated to have HIV, and the scary part is that one in eight don't know they're infected. That's why HIV/AIDS education and prevention programs, like the Grassroot Project, remain vital. This week's DDG featured org, was founded in 2009 by then-Georgetown student Tyler Spencer. After spending two summers in South Africa, working on sports-driven HIV prevention programs, Tyler realized that the curriculum he was applying overseas could be adapted at home. At the time, nearly 3 percent of the DC population was living with HIV or AIDS
The first group of 40 college athletes was trained, and programming began in January 2009, in four local schools. Today, the Grassroot Project has worked in more than 50 DC-area schools and has partnered with DC Public Schools and the Office of the State Superintendent. Thanks in part to this nonprofit, the number of new cases diagnosed in DC has decreased by nearly 70 percent, but still remains at epidemic level. 
The Grassroot Project continues to evolve, and new opportunities to volunteer keep arising. Learn more about partnering with the Grassroot Project. 

Chess Girls

Robin Ramson didn't set out to start a girls' chess organization; she just wanted to help her daughter find some other girls to play with. "I started bringing pink chess boards to the library," she said, and soon the interest was so high, parents asked her to create a space for girls to play chess among themselves. And thus Chess Girls was born.

"We saw we could use chess to build the confidence of girls," said Ramson. Indeed, the Chess Girls motto is "move with confidence."

The organization aims to help the girls make connections between chess and other academic activities, particularly in the STEM (science, technology, engineering, math) subjects.

According to the U.S. Department of Commerce, women hold only 24 percent of jobs in STEM fields and that the number of men with computing degrees far outweighs the number of women, statistics that can be traced back to elementary school. Studies have shown that there is a correlation between playing chess and academic, especially mathematic, achievement, but there's still a stereotype of chess as a "boys' game;" the U.S. Chess Federation even has women's rankings.

The leaders of Chess Girls know that young women are exposed to these types of stereotypes -- that girls aren't as good at math, for instance -- and negative marketing every day. They strive to fight these stereotypes by using chess to help their students advance. The strategic thinking necessary for chess helps the girls learn to solve problems. As students grow and develop skills, they might choose to enter competitions. The organization raises funds to send the girls to national tournaments. 

But success on the board is only part of the goal of Chess Girls. The game of chess is intended to help the young ladies prepare for real life -- just as they must defend their queen on the board, so will they need to be prepared to defend a thesis, perhaps, or a presentation at work, or maybe a legal client, or her own rights. Parents have told Ramson that their daughters have developed a better sense of focus, even better test-taking skills.

"We talk about how great leaders have the same skills in common with great chess players," Ramson said -- skills like time management, strategic thinking, risk-taking and confidence. She brings in guest speakers, including Admiral Michelle Howard, the first four-star woman in Navy history. 

"When you invest in girls, it's powerful."

Horton's Kids

If you’re looking for a nonprofit organization that focuses on empowering at risk youth to fulfill their true potential despite their circumstances, then you’re looking for Horton’s Kids.

Operating on the mission statement that “circumstances should not dictate a child’s future, and every child should graduate from high school ready to succeed in college, career, and life," Horton’s Kids is living up to that standard by providing 500 children out of Ward 8, where most family’s annual income is at or below 10,000, of Washington DC with various support services, including addressing basic health needs and a Community Resource Center. 

Children inWard 8 face numerous challenges, including living with one of the highest crime rates in the city, and underachieving schools where only 15 percent of elementary students are reading at grade level. Horton’s Kids is working to combat these problems by providing a comprehensive model of support. 

Horton’s Kids was founded in 1989 by Karin Walsh, a woman who wanted to provide impoverished youth with new experiences that broadened their perspectives on life and opportunities available to them. One evening, Ms. Walsh was approached by several children who asked to pump her gas in exchange for spare change. Instead, Ms. Walsh offered them a trip to the zoo. That was the spark. Since then, Horton’s Kids has grown into a dynamic organization, thanks to an active volunteer force as well as federal partnerships. Learn more and get involved.

Becky's Fund

According to the Centers for Disease Control and Prevention and the National Institute of Justice, "one in four women report experiencing domestic violence in their lifetimes." Domestic violence can impact anyone, regardless of their cultural, ethnic, or socioeconomic background.

In order to shine a light on this prevalent issue of social concern, Ms. Becky Lee founded the Becky Lee Women's Support Fund, a prevention-based nonprofit organization, in 2006. Becky’s Fund, as it’s also known, offers an array of programs dedicated to raising awareness of intimate partner violence and supporting the fight against it. The organization also provides emergency services and direct support to victims of domestic violence. Becky's Fund helps survivors find legal support, housing, employment opportunities, mental healthcare and childcare assistance.

Because domestic violence exists among people of all different races, ages, genders, and economic status, Becky's Fund works with a diverse group of individuals. Outside of the emergency services and support provided by Becky's Fund, there are five programs offered by the organization. Each program has its unique target audience, such as young girls, high school male athletes, or veterans suffering from Post-traumatic Stress Disorder.

One program offered by Becky's Fund is the "Becoming Your Own Heroine" program. The mission of BYOH is "to train and educate young women on dating violence, self-defense, and artistic expression." The goal is to inspire these girls with confidence, giving them the strength to break the cycle of abuse and help themselves or their friends in need.

Another successful program within Becky's Fund is Men of CODE. In order to tackle the issue of intimate partner violence, effort must be directed beyond survivor support. Becky’s Fund addresses both sides of domestic violence by working not only with victims, but also with potential perpetrators. Men of CODE is “a prevention-based program” for high school male athletes that calls attention to dating violence. Areas of focus include: “leadership, healthy masculinity, dating/sexual violence, bystander intervention, and consent.” Men of CODE provides training to coaches and athletes, as well as mentoring sessions during the school year.

To learn about the other programs offered by Becky's Fund, check out their website. If you have a story or similar experience that aligns with the mission of Becky's Fund you can share it here.

Donate to Becky's Fund

Sitar Arts Center

Sitar Arts Center programs allow students to explore, be creative, and express themselves while discovering their artistic strengths. They also learn important skills including critical thinking, public speaking and writing. The help of partnering organizations and volunteer artists from around the DC area has made it is possible for Sitar Arts Center to be the success they are today.

Founded on the belief that every child should have access to an arts education, Sitar Arts Center stays true to the mission by providing children with the resources to achieve goals and be more confident in their education.

Broad Futures

Not all disabilities are visible. For the one in seven people with learning disabilities, an estimated 45 percent of working age adults in that population are unemployed, according to this week's DDG Featured Org, Broad Futures. Broad Futures strives to help young adults with learning disabilities achieve their potential and find independence and successful employment. The goal is not only to help prepare individuals for the workforce, but to provide a mutually beneficial training that will prepare both prospective employers and employees to be aware of one another's needs, and thus to keep the lines of communication open. Be sure to save the date for the Fall Gala on November 5th.

THE LITERACY LAB

The Literacy Lab was founded by two teachers, Tom Dillon and Ashley Johnson, after Ms. Johnson noticed a number of the high school students in the DC public school where she taught were struggling to read. The organization was founded on the belief that literacy and the ability to read are human rights. Therefore, the goal of this week's DDG featured org is to help close the literacy gap by placing full-time, trained tutors in elementary schools and early childhood centers, as opposed to limiting the work to after-school programs. Literacy Lab is a part of Reading Corps. 

A 2010 study by the Annie E. Casey Foundation revealed that students who are not reading at grade level by the end of third grade are four times less likely to graduate high school than their more proficient peers. This week's DDG featured org, the Literacy Lab, is dedicated to making sure as many students as possible receive diplomas by working consistently with students from pre-K through grade 3, including daily one-on-one interactions during the school day. More than 88 percent of school partners report that the Literacy Lab has a positive impact on students. Working as a Literacy Lab tutor is a full-time, one-year commitment, but you can help make a lifetime of difference to children. To learn more and apply, click here.

News Literacy Project

Information is power. The News Literacy Project teaches young people to consume information in an intelligent and fair manner. With all the ways to consume information, it can be a challenge to differentiate between an informative, well-reported story, and one intended to sell a product or further an agenda. The seeds for NLP were planted in 2006 by journalist and father Alan Miller, who knew journalists could take on an important role in educating America's children. NLP has worked with more than 100 schools, via in-class and after school programs. Through the programs, students learn not only to be discerning readers, but how to disseminate information with accuracy. 

Critical thinking is a key skill for young people (and let's be honest, plenty of not-so-young people) to develop. The News Literacy Project pairs with veteran journalists from outlets including the Associated Press, Bloomberg, NPR and USA Today to teach students how to critically evaluate news and information (hint: the whole story isn't in that clickbait headline!). Throughout the classroom, digital and after-school programs, students study the vitality of the First Amendment, the way the changing landscape affects news production and consumption, and the traditional tenets of journalism. Learn about working with the News Literacy Project.

Alice Ferguson Foundation

Alice Ferguson was an artist, conservationist and philanthropist, for a start. In 1954, her husband, Henry, founded the Alice Ferguson Foundation in her memory. Today, the foundation serves to keep people connected to nature and the cultural heritage of thePotomac River Watershed. Through educational programs, including a hands-on environmental center at Alice and Henry Ferguson's home at Hard Bargain Farm, the Alice Ferguson Foundation helps students and teachers learn to become stewards of the environment. 

My Girlfriend's House

In the past few weeks, we have seen history take place as the first woman ever was nominated to be the next leader of the free world. Although it is a work in progress, women all over the world are being recognized as bold leaders. This week’s featured org is a community that is working to empower girls from all walks of life to be better, stronger, and smarter. My Girlfriend’s House, Inc. believes that all young women have the potential to be fervent leaders in our community. Through after school programs, mentoring, summer camps and more, My Girlfriend’s House works to give underprivileged teen girls the opportunity to achieve the American Dream. They believe that by empowering these young women and enhancing their self-confidence, they can live independent and fruitful lives regardless of their past or background. 

My Girlfriend’s House is dedicated to overcome the adversity of bullying, low self-esteem, family issues, etc. that may hinder young girls from reaching their fullest potential. More than 150 teenage girls every year participate in the wonderful mentoring, educational, and volunteer programs that My Girlfriend’s House provides. To learn how you can get involved in the next generation of female leaders, head on over to My Girlfriend’s House website.

Special Olympics DC

Make a Difference with SODC

Since 1968, Special Olympics DC has been a part of the greater Special Olympics movement to create a community of inclusion and understanding, not only for people who have intellectual disabilities but for their families, neighbors and classmates as well. Through the platform of sports, Special Olympics DC strives to bring people together and promote understanding. 
Founded by Eunice Kennedy Shriver, Special Olympics represents her belief that people with intellectual disabilities can achieve much more than others might presume if they are given proper opportunity. Last summer Demetrius, an SODC athlete, received a bronze medal and a team gold in track and field at the Special Olympics World Games. Learn more about SODC and about how Special Olympics has helped fight stereotyping about people who learn differently.

Special Olympics DC offers incredible opportunities to make a difference. So many different skills, styles and gifts are needed. Are you patient and dedicated with some real time to commit? Coaches are key to helping SODC athletes grow and thrive on and off the field. Do you love to bring positivity wherever you go? Find an event and volunteer to be a cheerleader -- no pompoms necessary (though they probably wouldn't be unwelcome)! Love capturing moments in time? Take photos or video at SODC competitions. Are you super-organized? Pitch in with office work or help keep order at events. 
Special Olympics is proof of the power of sports and teamwork to help people who are a little different than the average bear to thrive. They believe people with intellectual disabilities shouldn't be held back. The encouragement given by SODC can help athletes succeed in the classroom, in social situations, at work, and beyond. Be a part of reaching the community of more than 200 million people with ID and their families.

Photo source: Washingtonian Magazine

Clancyworks Dance Company

ClancyWorks Dance Company:
Dance for Good

At ClancyWorks Dance Company, the motto is “shifting perceptions through performance and education.”

Founded in 2001 by Dr. Adrienne Clancy, ClancyWorks focuses on positive social action through community engagement, senior citizen programs and arts education.

“Adrienne attacks everything with an equal amount of passion and enthusiasm,” said ClancyWorks intern Maia Stam, a senior at Goucher College.

ClancyWorks offers four strands of arts education – in-school K-12 residencies, in singular assembly presentations, in after school programs and through college and university residencies.

“Youth development is really at the core of our educational work,” Erin Tunbridge, Program Coordinator, said in an interview. 

They partner with multiple organizations, including Excel Beyond the Bell and the DEA Youth Dance Program.

“We like to make sure there are also special representatives from the DEA,” Erin said. “Students are seeing how being part of this program is creating a community within itself. They’re building community with peers, learning about teamwork and problem solving.”

Board member Camille Harris came to know ClancyWorks as the director of The Boys and Girls Club of Silver Spring, when she offered daytime practice space in exchange for dance classes for the kids in afterschool attendance.

 I believe in their mission,” Camille said. “I believe arts in education is very important. It keeps kids busy and keeps them occupied in something that is developing them as well as keeping them off the streets.”

ClancyWorks Dance Company:
ASPIRE to be Superheroes

ASPIRE. 

Acquire Knowledge. Solve Conflicts. Partner to accomplish greater goals. Improve academic achievement. Respect self, others, and the environment. Embrace community and diversity

This is the philosophy employed by ClancyWorks Dance Company in its facets of arts education work. Through the concept of ASPIRE, students learn about social consciousness and about becoming active, engaged citizens in their communities.

Students keep journals, write informal critiques, and learn not just dance steps, but job and life skills. Each student is given the opportunity to take on a leadership role. 

"It's not just that whoever is loudest is the leader," said program coordinator Erin Tunbridge. 

“(ClancyWorks) has helped to boost my confidence. I will forever remember this class    because it has been educational, fun and very    interesting.”
        -8th grade student, Neelsville Middle School

“This is such a cool class! Before, I was a little nervous about dancing around others even though I  previously took a dance class. They were people I didn’t know. I learned fast though that my friends and    peers support me. I’ve learned many types of dance and it’s all so fun.” - 10th grade student, Watkins Middle School

 

Be Your Own Superhero: 

Eleventh grade girls at West Potomac High School were challenged to create their own super heroines, using the dance process as a means of brainstorming. The goal was to create characters who could make a difference in the world around them. One student reflected: 

"Although we may not have known it at first, the powers and characteristics that we chose for our superheroes deeply represented the inner traits that were hidden within ourselves -- the traits we knew we had but were too afraid to reveal; or the traits that we always had and never knew about. Interestingly enough we all had the same idea -- a female superhero that broke the stereotypes, and bettered our community and the world."

 

ClancyWorks Dance Company:
SOARing High

You're never too old to dance. 

Okay, so The SOAR (Seniors Organized in the Arts to Rejuvenate) program at ClancyWorks Dance Company might not be a training ground for an NBA hip hop dance team, but it provides a physical and mental workout for seniors aged 55 to 98. Which is pretty badass in its own right.

"It’s an opportunity for (seniors) to get together and open up different parts of their lives," said Erin Tunbridge, program coordinator at ClancyWorks. "Rather than just meeting each other and talking about the weather, we’re initiating different conversations."

The classes include both seated and standing work for a variety of agility levels. Much of the focus, Erin said, is on using dance to exercise the memory as well as the body. Students might be asked to choose a word to complete a sentence, and offer a movement to go along with the word. They're tasked to remember each movement, then to put them all together. Et voila, a dance! 

Now, doesn't that sound more fun than flashcards?

Girls on the Run - DC

Getting out of the Girl Box

Molly Barker was stuck in “the girl box.”

A lifelong runner since the age of 15, she began to question her self-worth and self-image, worrying that she was transforming not into who she truly was, but what others around her thought she should be. After years of fruitlessly trying to figure out who she wanted to be, Molly went on a sunset run during 1993 and was struck with the inspiration for what would eventually blossom into Girls on the Run.

In 1996, Molly piloted the earliest version of GOTR with 13 girls in Charlotte, NC. The program grew quickly.  Today, GOTR is a 501c3 organization with chapters in 220 cities across North America, and has impacted hundreds of thousands of young girls’ lives. It teaches girls that they can “take charge of their lives and define the future on their own terms.”

The website quotes one young runner:  “I learned that I am the boss of my own brain.”

GOTR, which serves girls in 3rd - 8th grade, “operates as a transformational, physical activity-based positive youth program that teaches life skills through interactive lessons and running,” according to the website.

The curriculum is divided in three parts: Helping girls get a better understanding of who they are and what’s important to them, the role of teams and healthy relationships, and how girls can positively connect with and shape the world around them.

Photo courtesy of Girls on the Run

Over the course of 10-12 weeks, girls meet with their coaches twice a week to receive and discuss the day’s lesson — and to go for a run. Running is incorporated into the curriculum as a framework for goal setting, as well as a way to build a lifelong love of physical activity: to prove to girls that their bodies are capable of achieving great things. Each season culminates in a 5K that celebrates both the physical and personal achievements each girl has made over the course of the season.

In DC, GOTR is committed to serving girls across all eight wards of The District — each participates in the same program, strengthening community bonds and creating connections across socio-economic lines.  GOTR-DC offers a unifying program that focuses on both fitness and is mentor-based—something that is critical in a city where 30 percent of children are considered poor.

Want to get involved? Wonder what it’s like to be a volunteer? Check out GOTR’s website or some of our Q&A for more details! 

About the Author: While a student at The College of William and Mary, Marisa Weidner volunteered at a school in Belize. A DC newcomer, she blogs about her explorations of the city at The Curated City.

Coach Says....

Emily is a coach for Girls on the Run-DC.

Q: How did you come to volunteer with Girls on the Run?
A: My two nieces participated in Maryland, and one invited me to become a buddy runner. I saw what a positive impact the program had on the girls, and when I was looking for opportunities to get involved in the community in DC, I decided to become a GOTR coach. This is currently my third season!

 Q: What are your day-to-day tasks as a GOTR coach?
 A: I look at the curriculum theme for the day’s lesson, figure out how I’m going to incorporate it into practice, and encourage the girls to participate in the activity. One of my favorite lessons was the one on gossiping — we gave one girl a tube of toothpaste and (had her) squeeze some of it out. She then passed the tube to the next girl, who was told to try and put the toothpaste back in. It was a great analogy to being unable to take back gossip or “put it away," and it’s wonderful to see the girls experience an “A-ha!” moment with the lesson.

Q: What have you learned from volunteering with Girls on the Run? 

I’ve learned that the time commitment for giving back is challenging, but so worth it. I make a point of making the time for GOTR because I want to help the girls—time is something I have to give, so that’s why I do it. I encourage everyone who has extra time to give back to GOTR!

About the Author: While a student at The College of William and Mary, Marisa Weidner volunteered at a school in Belize. A DC newcomer, she blogs about her explorations of the city at The Curated City. 

Mom's Take

Caitlin and Amanda are mothers of Girls on the Run participants. 

How did you connect with Girls on the Run?

Caitlin: I’m a lifelong runner, so I’d known of GOTR for many years before becoming a parent. I always thought the program sounded great for the emotional and social support it provides to the girls. I now have two daughters, both of whom were age eligible and joined this year.
Amanda: I was a volunteer for many years before my daughter was eligible to participate. I met a great group of women and really loved that the program was so holistic: it incorporates elements of mind, body, and friendship. Now my daughter, Claire is a runner in the program.

Why were you interested in your daughters becoming involved with GOTR-DC?
Caitlin: I think its great that it starts at an early age. I don’t need to worry about body image problems with my girls because GOTR is helping them proactively be proud of themselves and provides such a healthy environment. It’s also great to give the kids information and perspective that comes from an adult who is not their parent.

Amanda: The program is designed so that it targets issues girls will likely face at that stage in their development: friendships, body image, self-confidence, bullying. I was a girl once and I know those things are important—its key for girls to connect with other girls, and feel like they are part of a group. I can tell that the lessons are resonating with Claire, and that she’s being given tools to start handling some of the changes in her life.

How has the organization helped your girls?
Caitlin: I see the girls proud of themselves and their ability to run more laps—it makes them feel good! I see them growing up in a positive way.
Amanda: Claire’s favorite lesson was the one about rumors: she learned that if someone tells you a rumor you can stop it or spread it. We talked about it after practice and she told me now that if she hears a rumor, she would just forget about it and not spread it. She’s applying the lessons to her own life.

What intangibles have you taken away?
Caitlin: It’s a reminder to take a step back as a parent, and to help instill things in girls today that will help them navigate adolescence and come out intact.
Amanda: The volunteer network is great. People come back to help time and time again, in various ways. This is the first organization I’ve been involved with in a long-term capacity, and I see no end date. GOTR has a strong curriculum of community service and giving back, and it instills the importance of giving back and seeing how to make the community better. We see girls coming back to become junior coaches after they age out—they clearly see the value and want to participate and be able to pass it on. It’s teaching girls that they are never too young to volunteer or give back. 

Photo courtesy of Girls on the Run

About the Author: While a student at The College of William and Mary, Marisa Weidner volunteered at a school in Belize. A DC newcomer, she blogs about her explorations of the city at The Curated City. 

YWCA National Capital Area

YWCA:
Eliminating Racism
Empowering Women

 

Don’t start humming Village People just yet -- the YWCA isn’t affiliated with that other organization. But there’s still plenty going on to make you break into a happy dance.

The YWCA is approaching its 110th birthday in 2015. The organization has evolved over the years, but what has remained constant is its focus on adult education and job training.

“We made it our bold goal that women and girls of color in high-need communities across the national capital area would have the resources and support necessary to achieve their goals in personal, professional, and academic success,” said Chief Development and Communications Officer Shana Heilbron.

After a summer of strategic restructuring, Shana and other YWCA staff are looking forward to focusing on what they do best: offering adult education, career training and mentoring. YWCA participants take computer literacy classes, attend mock interview training, and study for their GED’s.

The EMPOwERgirlz program, for girls aged 6 to 17, is distinctive for its range of activities and its emphasis on peer-to-peer influence. Charis Goff, manager of volunteer and donor engagement, said girls in the program practice anything from hands-on science experiments to etiquette at a formal, three-course meal. Another critical message is sex trafficking prevention.

“People don’t realize it does happen in the U.S. and really very much in the D.C. area,” Charis said. “We want girls to be aware of predatory behavior.” Once the girls learn how to spot danger signs, instructors urge them to teach their friends outside EMPOwERgirlz.

In 2013, YWCA took part in a campaign against domestic violence.

Shana and Charis both emphasize the role of volunteers. “We really do rely on volunteers for the success of our programs,” said Charis.

Tutors are always in demand to bring extra, individualized attention to the adult training programs. Semester- or year-long mentors for the EMPOwERgirlz program are also welcome.

Professionals in any field may visit a job training day to give mock interview and resume feedback, tips on professional attire, and other insights to help women achieve a career goal.

YWCA staff member believe that, given training and a safe environment to practice their skills, women in disadvantaged areas can achieve professional goals they otherwise might not have pursued.

 

How I Help

NINA
 

Nina Hudson signed up to volunteer as part of her freshman experience at American University.  What started as a day project has turned into an ongoing volunteer internship delving into YWCA history.

“I came with a group of other freshmen to organize books and help with some tutoring, and I started helping with data entry and the development area of YWCA,” she said. “I really liked the organization and what they stood for, and I wanted to be a part of that, so I asked about volunteer opportunities to continue with them.”

Nina helps organize the YWCA’s historical files. She has a stack of snapshots on her desk. One photograph shows a disabled man floating in a swimming pool, supported by two volunteers.

Photo from YWCA's EMPOwERgirlz program, via Facebook

 “To look at the photo and see how happy he is and how happy they are is really amazing.”

Another photo Nina likes shows women protesting outside the YWCA in the 1980s.

“It’s kind of a backwards moment,” Nina said. But she’s intrigued that women who used the YWCA would raise their voices if they felt there was a problem. To Nina, moments like this show women empowered.

What have you learned by volunteering here? 

“I’ve learned to be stronger. I look and see these strong, independent, amazing women. I feel more in tune with what’s going on around me... I feel like I’m giving back to the community and that it’s helping.

What drew you in specifically about the YWCA?

I’m very much a feminist and I love how the YWCA does a great job of pulling in women who need a strong foundation and base and help them grow... The EMPOwERgirlz program talks about human trafficking awareness and teaches [girls] to tell their friends not to get into those atmospheres. I love that they’re starting from such a young age to empower girls and women. It spoke to me.

YWCA: Learning to Speak Out

DONNA

Donna L. Smith came to the YWCA after noticing posters for the organization on her way to a shopping outing. Far from the timid woman she claims she once was, Donna doesn’t even need a prompt to begin sharing her story. She immediately pulls out a video of her speech at the Washington Area Women’s Foundation luncheon, gleaming with pride.

Donna Smith, a mother and a student at the YWCA of the National Capital Region, speaks at the 2014 Leadership Luncheon. 

Donna Smith, a mother and a student at the YWCA of the National Capital Region, speaks at the 2014 Women's Foundation Leadership Luncheon. 

“I started this program last summer, and my goal was to take anything that I have a fear of and try it,” Donna said. “I did more than I thought I would do, twice as much. It took me from being a timid, recovering addict to being an outspoken woman... It’s more than just a GED program. [The YWCA] gave me something to inspire me and something to reach for.”

Donna is quick to credit her YWCA instructor for her speaking confidence.

“If it weren’t for Ms. Gray, I wouldn’t have done it in a million years...She makes us stand up in the middle [in class] and ‘work the room.’”

Taking adult education classes has also offered an unexpected way to bond with her daughters, aged 12 and 16.

“We’re all ready to go to school at the same time, and I love that.”

What achievement are you proudest of?
“I gotta say, to be able to speak around people and speak to a crowd and be confident.”

What else would you like to tell people about the YWCA?
“The classes are small and there’s immediate attention from everybody in here. Even the dumbest question -- they never make you feel that way. Anything you ask is the most important thing you could ask. When you get stuck, you’re not afraid to ask for help. When I first came... I was embarrassed to be here, but not anymore. If I had to recommend it to anyone, I’d say take that first step. They’ll help with the rest.

You have two daughters, ages 12 and 16. How does the YWCA help you pay it forward with them
When I was just a homemaker, I couldn’t understand what they were doing [with the computer]... With the computer classes we took in here, I can do things that they don’t know about, and that’s amazing.

Donna has recently retaken an exam toward earning her GED, and is eagerly awaiting results.

About the Author: Jessica Sillers is a Washington, DC-based writer. She has volunteered as a teacher's assistant in Faridabad, India, and on a farm in Ireland. Contact her at jessicasillers@dcfreelancewriter.com

Best Kids, INC.

MENTORSHIPS MATTER

Sheri Jones-Chamberlain faced a slew of obstacles while growing up, and often, she made the wrong decision. 

"I feel like if I had a mentor growing up then maybe I wouldn't have made some of the mistakes that I did,” Sheri said. That’s what inspired her to become a mentor with BEST Kids, an organization that matches mentors with foster children in D.C.’s welfare system.

Because foster kids are moved around so much, they are often plagued with attachment disorders, said Krislyn Mossman, executive director of BEST Kids.

“But going through the foster care system it’s something definitely very difficult," Krislyn said. "It’s not really a normal upbringing. Pretty much everything that’s meaningful to you gets ripped away and that’s something that’s obviously very difficult for the kids we work with, obviously.”

At present, there are about 75 children who are served through BEST Kids, with plans to expand. Mentors are asked to commit for a minimum of a year, and to meet with their mentees for 10 hours a month. 

“[We can do] pretty much anything you can think of as long as it’s local and not overnight," said Sheri.

Gretchen Rydin, who’s been a mentor to the same child for more than 3 years now, has pretty much done it all with her mentee.

“I took him sledding last year - his first time ever - and it was exciting to watch him learn how to do it and master the sled, said Gretchen. "After the first few times down the awesome sledding hill at Takoma Park Middle School, he wanted to quit, as he kept falling off his sled, but then we switched sleds and I encouraged him to try one more time and he nailed it. I even caught a giggle, which was music to my ears coming from this 'too cool' pre-teen."

Photo courtesy of BEST Kids, Inc. 

BEST Kids, Inc. Mentor Q&A

GRETCHEN RYDIN

What motivated you to join BEST Kids?
I want to foster children one day, so I thought this would help me prepare for that and to better understand this population. I realized a while ago that one of my strengths is in developing one-on-one relationships, and considering the foster care component, this seemed like a good fit. Plus, BEST Kids is the only program like it in this area. 

How long have you been a mentor?
My mentee and I just celebrated our 3-year anniversary in October 2014, but I started the process in July 2011. He was 10 years old, and now he is 13. 

What's your most memorable experience with your mentee?
There are a lot to chose from! We've done a lot of firsts together - attending professional soccer game, college basketball game, a Redskins game, lots of sporting events, as that is one of his biggest interests. I took him sledding last year - his first time ever - and it was exciting to watch him learn how to do it and master the sled. After the first few times down the awesome sledding hill at Takoma Park Middle School, he wanted to quit, as he kept falling off his sled, but then we switched sleds and I encouraged him to try one more time and he nailed  it. I even caught a giggle, which was music to my ears coming from this "too cool" pre-teen. 

What's been the greatest challenge you've faced?
Right now, the greatest challenge is him getting older and trying to figure out who he is and where he fits in at school. I'm reading a few books about this right not, especially dealing with teenagers and peer pressure, so I can better understand how to coach him through this tumultuous time in his life. The gender barrier between us is also an increasing challenge, especially now that he is entering these teenage years. We do some activities sometimes with my guy friends, and he is always quick to bond with them. I want him to have more positive male role models in his life. 

Best Kids Mentor Q&A

SHERI JONES-CHAMBERLAIN

 

What motivated you to join BEST kids?
I joined Best Kids because I faced many obstacles and hardships growing up, and I wanted to be a positive role model in a child's life. I feel like if I had a mentor growing up then maybe I wouldn't have made some of the mistakes that I did. 

How long have you been a mentor?
I have been a mentor since November 2013

Photo provided by Best Kids, Inc.

 What's your most memorable experience with your mentee?
The most memorable experience that I have with my mentee was taking her to Howard University for a Holiday event Best Kids had for the mentees, their families and caregivers. I enjoyed watching her participate in the activities and also being able to engage with her peers in a positive way. 

What's been the greatest challenge you've faced?
The biggest challenge I have faced while mentoring is being able to establish and maintain a professional relationship with my mentee's caregiver. Mentors serve as a friend/role model for children in need. A mentor's responsibility is not to pick up the pieces or slack in areas that the caregiver does not provide. 

About the Author: Marcella McCarthy is a freelance health writer with The Miami Herald. A graduate of the Medill School of Journalism at Northwestern University, Marcella holds dual Brazilian/American citizenship, and is fluent in Spanish and Portuguese. She lives in the Washington, DC area.

Byte Back

GET TO KNOW... 

Byte Back
 

“I have the best job in Washington,” declares Kelley Ellsworth, director of Byte Back. “Every day we’re giving people the tools they need to take advantage of new opportunities.”

At a time when computer skills are all but necessary for both personal and professional advancement, Byte Back is helping to bridge the digital divide for low-income residents of DC by providing instruction in computer and employment readiness skills.

Classes range from absolute beginner – “we really, truly have students who don’t know how to use a mouse,” Kelley said – to CompTia (Computer Technology Industry Association) A+ certification, for students seeking a career in information technology. Full scholarships are available to those with qualifying incomes.

On a Tuesday afternoon, community academy manager Francisco ‘Cisco’ Vasquez teaches a class of about 15 adults, averaging around age 55.  He guides the students to the correct folders and begins formatting practice – how to find and replace words, change colors, and adjust font size.

“Look at my screen,” he instructs the students. “Why is the number box blank?”

“Because there are different sizes, so there can’t be just one number,” replies Ifé. She’s an enthusiastic student, responding to a lot of questions.

The participants help one another. Cisco advises a frustrated woman. Some students, Kelley said, enter the program thinking they aren’t marketable, but through Byte Back are able to gain the confidence they need to seek and find a new job.

“I think the most important thing to we do has so little to do with technology or computers,” she said. “I can’t tell you how many times I hear ‘I didn’t realize I could learn.’ Once that happens, you’ve changed that person’s life forever.”

At Byte Back, Americorps volunteers serve as instructors and community engagement assistants. Anna Mulamba and Tehmina Mirza enjoy using the skills they’ve acquired to help Byte Back’s clients advance in their studies and careers.

“I have challenging responsibilities that align with my career goals,” said Tehmina, who has a background in social media and an interest in community engagement. She said the biggest challenge can be teaching adults who have insecurities stemming from years of un- or- underemployment. “With children,” she said, “they’re confident with something they’ve never tried, but adults can lack confidence.” 

“Trying to get students to believe in themselves is the biggest challenge,” Anna agreed.

But the success stories can be inspiring. Anna recalls a beginner student, a mother of five and a recent immigrant to the U.S., who ended up getting a job just before the class ended.

“Students tell me how learning things from Byte Back has helped them,” said Tehmina. “It’s simple things like‘I can email my grandkids’ or ‘I can look for a job.’

One student, Kelley noted, wrote a letter to Byte Back that read: “Your classes were the trampoline that launched me in a new direction in my life.” 

 

TESTIMONIALS

 

 

 

"I learned about the amount of personal involvement it demands. You have to become involved with the people in your classes." - Neil Rickard, former AmeriCorps volunteer, now registrar at Byte Back, on his teaching experience.

 

 

 

 

 

"I think we have a really fantastic teacher. He knows his material, and he knows how to impart his material. There are people who are brilliant tech people, but they don't know how to explain anything." - Ifé, Byte Back student, on instructor and Community Academy manager Cisco Vasquez

 

 

 

 

 

"It is so dramatic to teach someone who is a recent immigrant how to Skype with their children back home, or to show a diabetic the wide variety of (medical) resources out there." - Kelley Ellsworth, executive director, Byte Back

“She told me over email and in person that I was the reason shehad (been able to get a job). Even a tiny success reminds me why I’m doing this.” – Anna Mulamba, AmeriCorps volunteer, remembering a Byte Back student.

"When I saw Byte Back, I thought it was a way I could use skills I actually have to help people." - Anna Mulamba, computer science major and AmeriCorps volunteer.

"Most students are products of DC public schools. So many students felt they were unsuccessful at school, for all the reasons you can imagine. A lot of our students come to us feeling like they cannot learn, and here we are in an economy where people have to learn constantly." - Kelley Ellsworth, executive director, on the challenges faced at Byte Back.

"I'm trying to develop my administrative skills. I want to make myself more marketable. It's my third day, and (I have) more insight on the multiple ways you can access the features on the Office track." - Debbie, Byte Back student.

"It takes a lot of hard work to get what you really want, but it's not as hard if you really want it." - Amber Koon, via Byte Back Success Stories 

Editor's note: Photos are courtesy of Byte Back, and do not correspond with the quotes

The BRYCE Project

The Bryce Project

LaVon Curtis has only one requirement for the young ladies of The BRYCE Project: Come with an open mind and a desire to give back.

BRYCE, which is named for LaVon’s –year-old son, is an acronym for Bright Resilient Youth Committed to Enrichment.

“I wanted to try to instill in my girls what I would instill in my own child,” LaVon said in a phone interview.

The project actually began, she said, as part of her participation in the Parent Leadership Training Institute of Alexandria

“After that,” she said, “it grew into a world of its own.”

Now a 501c3 nonprofit, BRYCE serves girls ages 14 to 19, encouraging them to engage in their communities, while also fostering self-esteem, friendship, etiquette and social-emotional skills. LaVon said she was inspired by her nieces and nephews.

“They were pretty selfish,” she shared, “and in their minds, the world revolved around them. I didn’t like it. I wanted them to become more involved in the community. I wanted them to be more aware of what is happening outside their little world.”

Indeed, community service is a vital part of The BRYCE Project. The girls of BRYCE have tutored at local elementary schools, completed the Avon Walk for Breast Cancer, and volunteered at So Others Might Eat, to name a few.

“They didn’t realize people actually sleep on the streets,” LaVon said. “One of the girls cried.”

One of LaVon’s nieces, Kiana Jones, 16, said that participating in The BRYCE Project has taught her to count her blessings. “Not everyone has the chances I have had.”

The group has also allowed the girls to form friendships with peers they might otherwise not know well. The participants, LaVon pointed out, are a diverse group of young women.

“They’re all individuals, but when we come together, they have a great cohesion among them.”

They are also eager for leadership, and the desire for autonomy is more than welcome, as far as LaVon is concerned.

“They’ve exceeded my expectations,” she said. “I don’t feel like I do much. I feel like they do it all. They’re not afraid to lead… and I love it.” 

 

MEET THE YOUNG LADIES OF THE BRYCE PROJECT

RUTHIE MARIN, 18

What has been your most meaningful or memorable experience with The BRYCE Project?
The most meaningful or memorable experience with The BRYCE Project has to be going to So Others Might Eat (SOME) in D.C. SOME helps the poor and homeless by providing food and other needs to these people. We helped prepare and distribute some of the food and refreshments. I saw how thankful the men and women were to have young women going out and taking time out of our day to give back. I could see how happy, thankful and grateful they were which in return made me even more content. 

In her spare time she: Studies. I rarely have time to study during the week because I work at an after school program. If I do have time I like spending it with my friends just talking about random things over some delicious food. 

Favorite subject in school: Sociology. “I have learned that the many actions that we do and the subconscious acts that we do have been socially molded. We have all been socialized into something one way or another.”

What have you learned from The BRYCE Project that you carry into the rest of your life?
What I have learned from The BRYCE Project is that volunteering is fun. All the places that we have gone to, I have had fun and learned that volunteering is awesome because it is one of the most selfless actions. 

In ten years… “I see myself working for the city of Alexandria as a social worker.”

What is something about yourself that makes you unique? I am passionate about being a role model. 

---

KIANA, 16

How did you come to participate in the program?
Mrs. LaVon is my aunt, and I was interested in supporting her. I also thought that it would be fun and a great opportunity to interact with other girls and make new friends.

What has been your most meaningful or memorable experience with The BRYCE Project?
My most memorable experience with The BRYCE Project would have to be when we went to the SOME (So Others Might Eat) kitchen in DC and (served meals to) the homeless. It was really sad, but at the same time it made me feel good to be able to give back to that community. It changed my whole outlook on my life.

In her free time, she enjoys: Listening to music and reading

Favorite subject in school: Math. “In math, I am confident about what I’m doing. It’s challenging, and I like challenges."

What have you learned from The BRYCE Project that you carry into the rest of your life? 
Being in The BRYCE project has taught me that I should count my blessings. Not everyone has the chances that I have had being in The BRYCE Project, meeting these wonderful girls that all have great personalities and actually getting to call them all my friends. I've learned that there are people who actually care and reaching out to others is okay. The BRYCE project has taught me that life is what you make it.

In ten years… “I see myself as an attorney and married.”

What makes you unique? “I speak my mind, and I don't let people run over me. I'm also very independent”

---

AMEENA, 17

What has been your most meaningful or memorable experience with The BRYCE Project?
My most memorable moment with The BRYCE Project is when we went to D.C. to pass out lunches to the homeless. It gave me a one-on-one experience with those who have dealt with hardship and made me feel blessed for what I have.

What have you learned from BRYCE Project that you carry into the rest of your life?
I learned that giving back to the community that raised you is humbling and crucial to ones self -fulfillment.

Favorite school subject: Science, “because there it is always progressing and applies to the world in every way.”

In her free time, she enjoys: Running, watching her favorite TV shows, doing nails and makeup. 

In ten years… “I see myself working in a hospital giving hope and being a positive person to those who need it.”

What makes you unique? “I'm an equal mix of analytical and artistic.”

Black Swan Academy

Black Swan Academy:
The Rule, Not the Exception

Samantha Davis founded the Black Swan Academy in 2013 with a principal goal in mind: Making the exception the rule.

While Samantha was in graduate school researching social issues within the black community, her cousin Tyrell Swan graduated high school at the top of his class with a full ride to college. Tyrell had grown up the son of a teenage mother in a low-income household; his father was murdered when he was two months old.

“Tyrell came from a background where, statistically, he was more likely to be imprisoned than to graduate high school,” Samantha said, “and I thought if he could do it, why couldn’t others?” 

 Davis’s goal in creating the organization was to target underserved African-American youth and instill in them a sense of pride, purpose and power. This desire was strengthened by the not-guilty verdict in the George Zimmerman trial that occurred at around the same time period as Tyrell’s graduation.

“I was filled with such hurt and rage, and I kept thinking that what happened to Trayvon (Martin)  could have so easily happened to him. I was now wondering what my role was in helping to close the opportunity gap for black youth.”

The inspiration for the organization in place, Black Swan was founded soon thereafter in order to promote civic engagement of black youth in the DC area. 

 The current mission of Black Swan Academy is “to empower black youth in under-served communities through civic learning and engagement, giving them a comprehensive set of tools needed to succeed in life and become active social catalysts in their communities.”

 Today, Black Swan Academy operates its school-based programs solely in the southeast area of DC, but Samantha has long-term plans to expand beyond the quadrant to other areas of the city and Prince George’s County in Maryland.

The non-profit has partnered with a number of other community-based organizations in the DC area, such as the Greater Washington Urban League and Boys & Girls Clubs of Greater Washington. By continuing to reach and impact African-American youth about their own importance and value, the Black Swan Academy hopes to change the public’s mind to no longer see successful African-Americans as the exception, but rather as the rule.

 

THE PROGRAMS
 

Black Swan Academy operates both an after-school program for middle school students and a youth civic leadership program for high school students in the Southeast area of DC. The middle school students are taught a curriculum that emphasizes community engagement and leadership, as well as the value of their own potential and ability to make an impact. 

Students are brought together in groups and asked to identify a problem they see in their school and neighborhoods and work to address it through community service. This year, middle school students chose to focus on homelessness. They hosted a Winter Clothing Drive to collect clothing to give to those in need. 

 Currently, 20 juniors and seniors from Southeast DC high schools are involved in the youth civic leadership program, which involves professional and personal development workshops and volunteering as mentors for the middle-school students twice a week. 

The BSA website states: “Civic engagement has the power to change not only an individual’s life outcomes but also the communities in which they live. The level of civic knowledge and engagement obtained by one person has been linked to economic growth within the community and an increase of positive life outcomes for civic individuals.” 

 In the short-term, Black Swan Academy’s main goal is to build a deeper and longer-lasting relationship with its current students.

“We want to increase their cumulative GPA’s, get them to attend school more often, and better their social and emotional development,” said founder Samantha Davis. Looking past the middle school years, Davis wants to see an increase in the number of students who graduate high school and go to college.

“I would love to see an increase in black civic leaders in every sector, who can come back and lead others in the community to have a civic mindset as well.”

 

Meet a Black Swan Academy Student

Aniya, a middle school student in Southeast DC, recently won first place in a youth essay contest for her essay on what “home” meant to her. She read her essay out loud at a recent Housing For All rally in the city. Here, Aniya answers some questions from DDG writer Marisa Weidner.

Photo courtesy of Black Swan Academy

How did you get involved in Black Swan Academy?
My teacher told me it was a program to help uplift younger students, where we would talk about life and the things we see around us. 

What types of activities do you do?
There is a set curriculum on Tuesdays, and we play fun games and do educational activities. We learn about the sections on power, purpose and pride. Power is my favorite because it’s all about your own strength and the power you have inside of you to succeed. It’s fun to learn about the different “P” words. 

What is your favorite activity that you’ve been involved with through Black Swan?
e go on field trips and once we got to go canoeing which was a lot of fun. We also had a Youth Town Hall after Ferguson to talk about what we were feeling after everything that had happened. 

About the Author: Marisa Weidner is a graduate of The College of William and Mary. She has volunteered as a teacher in Belize, and in homeless shelters in the United States. Marisa chronicles her explorations of DC on her blog, The Curated City. 

Great and Small Therapeutic Riding

HORSES HELP ALONG LIFE'S PATH

 

The first thing you need to know about hippotherapy is that it has absolutely nothing to do with hippopatomi. That would be the opposite of therapeutic.

The hippo emerged from the water feet away from the boat during an African river tour.

According to the American Hippotherapy Association, “Hippotherapy is a physical, occupational or speech and language therapy treatment strategy that utilizes equine movement.”

Great and Small Therapeutic Riding in Boyd, Md. provides hippotherapy as well as riding therapy for children and adults with physical and emotional disabilities. The facility recently received a PATH – Professional Association of Therapeutic Horsemanship – accreditation. 

“The horse’s movement provides sensory input and gives the clients a heightened sense of arousal so they can get their optimum speech,” said Megan Ferry, program director. “And it’s fun. It’s a lot more fun to work on speech goals sitting on a horse than sitting at a table.”

 The clients at Great and Small have a variety of challenges. About 50 percent are autistic, Megan said. For clients who have trouble bonding with other people, a horse can provide the first step to building social connections. 

 “It’s easier to read a horse’s body language than a human facial expression,” she said. 

 “It’s an amazing connection the horses have with the kids and the kids with the horses,” said instructor Peggy Itrich. 

Most of the horses at Great and Small are on long-term loan. Megan said there’s not typically enough money to purchase. 

Therapeutic riding horses must be specially trained. They have to be physically fit and well behaved. At Great and Small, the horses undergo a 90-day trial period in which they are exposed to a variety of obstacles, including poles, rings and balls, and in which their temperaments and movements are closely observed. 

The tack room

 For those with physical disabilities, riding can help develop core and muscle strength, as well as balance and posture.  The psychological benefits abound as well. 

“When any of our kids get on a horse, it gives them a sense of independence and being in charge, whether they can lead or not,” Peggy said. 

And it’s not only the clients who benefit. Linda, who has been volunteering at Great and Small since 2011, said she finds the simple act of viewing the interactions between horse and rider to be therapeutic.

“It’s amazing to see how they interact with the kids,” she said. “It’s probably the most rewarding thing I’ve ever done, especially when the horses haven’t been rolling in the mud.” 

Volunteers Linda and Debbie brush Buttercup, a therapeutic riding horse

 

DAVID'S STORY

David wants to be an inspiration. He hopes others can follow in his footsteps. 

Those footsteps can be hard to come by. David, 33, lives with cerebral palsy, a neurological disorder that can affect muscle coordination and movement. 

For the past nine years, he has been coming to Great and Small Therapeutic Riding in Boyd, Md. The training David receives has helped his upper body and leg strength. 

Before starting at Great and Small, David said, his posture was far more stooped, and he had to use his leg braces more often. 

“I feel like I walk straighter,” he said. “I can walk for longer periods of time. It’s a tremendous improvement.” 

 Born in Ecuador, David came to the United States in 1995. He is warm, determined and extraordinarily polite. He is also a multi-sport athlete who competes in the Special Olympics in swimming, horseback riding, snow-shoeing, volleyball, basketball and sailing. 

He holds on to instructor Peggy and volunteer Linda’s hands as they guide him through stretches on the vaulting barrel. The stretches hurt at first, he said, but as the years have passed, no pain. 

“For the grand finale,” he announces, “I would like to try the prince.”

 “The prince” has him kneeling on the barrel, arms out in a flourish. 

 The prince’s steed is Buttercup. As Peggy and Linda lead him at first, Peggy recommends shifting his weight in a manner that allows him to feel more balanced. 

When David is ready to go off lead, he moves through a series of exercises, including weaving Buttercup around poles, and doing an egg-and-spoon, holding a wiffle ball on a ladle in his mouth, then dropping it into a basket. The exercise helps him to strengthen his legs and focus on keeping his balance while controlling the horse at the same time. 

“I’m making goals every day,” he said. “I always come to my lessons with positive energy. I keep my spirits up and bring a smile to every lesson.”

 The environment of Great and Small is a fun, positive one, he said. He gets along well with everyone. Some of the kids even call him Cowboy David, especially when he brings his mariachi hat. He wants to be someone they can look up to. 

 “No matter what your disability is,” he said, “there is always opportunity for great hope. No matter what challenges you are facing, always keep striving for your goals.”

 

GREAT & SMALL TESTIMONIALS

"A lot of people think this is a good place for horses to retire, but they do have to be in good shape, physically fit and well behaved." - Megan Ferry, program director, Great & Small Therapeutic Riding

"This is not a pony ride. It's amazing the strength and balance the riders can develop. It's an amazing connection the horses have with the kids and the kids have with the horses." - Peggy Itrich, instructor 

"I'm not using the sticks (forearm crutches) any more, so that's a tremendous improvement." - David, Great & Small rider, has cerebral palsy

"When you have a child with autism and they start getting older, you realize it's important for him to have leadership skills. If I try to push him in mainstream activities like sports, he gets overwhelmed. This is something he gets excited to go to, he enjoys it. He makes sure I'm looking when he does something like trotting. He enjoys seeing the volunteers and instructors." - Rachel, mother of 12-year-old autistic son. 

Girls Inc. DC

FROM THE GIRLS OF GIRLS INC

Editor's note: The motto of Girls Inc. is "inspiring girls to be strong, smart and bold." Therefore, it seems only appropriate to let the girls themselves be the ones to introduce you, our Daily Do Good readers, to this amazing organization.

Milan, 12 years old
7th grade, 1st year in Girls Inc.
Favorite school subject: Math. "I'm not good at it, but I still like to learn."
Likes: Breathing -- "I love life!" -- eating, reading, watching TV
Favorite food: Mashed potatoes
Favorite book: "The Fault in Our Stars" by John Green
Favorite TV show: "Boy Meets World"

Janae, 11 years old
6th grade, first year in Girls Inc.
Favorite school subject: Math
Likes: Writing, talking, jumping rope, drawing
Aspirations: Wants to be a veterinarian and open an animal rescue
 

Nikyia & Skylar, both 13 years old
8th graders
Favorite school subject: (Nikyia) Math. "I like challenges with numbers." (Skylar) Social studies. "I like learning about what happened before we were here."
Likes: (Nikyia) Dance, cheering, helping her friends with their problems. (Skylar) Art, drawing, soccer

 

A GIRLS INC ALUMNA IN DC

From 2007 - 2010, Morgan McDaniel was a Girls Inc participant in Chattanooga, Tennessee. After graduating from the University of Memphis in 2014, Morgan moved to DC, where she is the assistant director of the Mosaic Center & Education Services at the American Advertising Foundation. 

Morgan shared how Girls Inc. has shaped her as a young woman.

What are some of your fondest memories of your time in Girls Inc? 

Some of my fondest Girls Inc. memories were participating in our Leadership Team. We planned community events, had ACT prep, helped one another with homework, and overall created a strong sisterhood. I also enjoyed being invited to come back my freshman year of college to speak to middle school girls of the local community about body image, relationships and college prep. It was so rewarding to share my experiences with girls in hopes that they wouldn't feel alone about what they were going through. It inspired me to be a mentor!

How did Girls Inc affect the path you've taken so far?

The director of teen programs read some of my short stories and encouraged me to apply to a Girls Inc. national scholarship. I was super shy and felt like out of all the girls applying, I wasn't good enough to be chosen. Was I wrong! Tracy (the director) had me write and write, and she edited and critiqued six of my drafts. I ended up winning a $2,500 scholarship which I split over the four years of my college career. I was super ecstatic. 

What did you learn in Girls Inc that you continue to apply to your life and your work?

I learned how to be a leader, honestly. It taught me to have confidence in myself. It taught me how to be a president of an organization. It inspired me to keep pushing and have perseverance. 

What did you learn about yourself in Girls Inc? 

I learned (as cliche as it might sound) I can do anything I put my mind to. I have the ability to be great. I graduated magna cum laude from the University of Memphis, and I got a job in DC straight out of college. If it wasn't for Girls Inc. while I was in high school, I would be so far behind. I don't think I would've had the confidence to do anything and be involved in college. I also learned about my passion to mentor younger girls. Sharing my experiences with others invigorates me. 

What message would you like to send to the girls of Girls Inc DC?

I would tell Girls Inc. DC girls to stay motivated and they can accomplish whatever they put their minds to. There is so much out there. You just need dreams, a vision and determination. 

 

GIRLS INC: PLANNING FOR THE FUTURE

Girls are stronger than…

Girls are bolder than…

Girls are greater than…

These words are written across large sheets of newsprint taped to the wall. Beneath them, the girls of Girls Inc DC , ages 11-16, have written words like “gossip,” “haters,” “bullying,” “sexism,” “stereotypes” and many others.

“Programs like Girls Inc provide girls with a support system, and opportunity to expand their vision, to know they are worthy, they are smart, they have ideas, and that they can shape ideas into their goals,” said Denese Lombardi, executive director of Girls Inc DC. “With the help of their peer network and staff, they can acquire the skills to reach those goals.”

Such programs are particularly vital in the metro DC area, where one in ten girls do not graduate high school and more than 64,000 adults lack a high school diploma, according to the Washington Area Women’s Foundation.

For these reasons, and many more, Girls Inc DC emphasizes a strong focus on education and career goals, with a particular focus on STEM (science, technology, engineering, math) topics, business and financial literacy.

“We make sure there are lots of positive attitudes and we try to create a positive atmosphere,” said programming coordinator Christina Parrish. “We provide mentoring so the girls can see women who look like them being successful.”

 Denese, Christina and their colleagues make sure the girls have plenty of role models, from Howard University student mentors to female executives at companies such as Lockheed Martin, NASA, Sysco and Booz-Allen. 

 Girls Inc enjoys a partnership with Lockheed Martin to encourage girls to pursue a STEM-strong education. The SHE-E- O program provides opportunities to visit major companies and speak with women in positions of leadership, who may become mentors as the girls pursue their education and begin to map out career goals.

“We want to have our girls see women in these places,” said Denese, “particularly in our case, women of color, who are few and far between in the STEM fields.”

At present, the majority of Girls Inc DC students come from the Howard University Middle School of Mathematics and Science, with others coming from schools including E.L. Haynes Middle School, Banneker High School, Eastern High School,

SEED Public Charter School, and Two Rivers Public Charter School.  A major part of the 3-year plan, Denese and Christina said, is to expand the Girls Inc DC body to include students from more schools east of the river to provide more girls in the city access to everything Girls Inc has to offer. 

 “We are creating women who are healthy, educated and independent,” said Christina. “There is a need for programs to encourage women to take their place. There is a huge disparity in the treatment of women in our country and other countries. It's about bringing us up to human level. A girl-only, pro-girl environment is important."