https://journals.iupui.edu/index.php/ENGAGE/issue/feed ENGAGE! Co-created Knowledge Serving the City 2019-09-22T10:16:35-04:00 Khaula Murtadha kmurtadh@iupui.edu Open Journal Systems <p><em><strong>ENGAGE!</strong></em> is committed to advancing the field of community engaged research (CER) and community based participatory research (CBPR) in urban settings, nationally and internationally. The journal addresses current issues, and challenges, facing urban communities. The journal provides a forum for community scholars and university scholarly exchange of research findings ideas that advance knowledges that make a societal impact.</p> https://journals.iupui.edu/index.php/ENGAGE/article/view/23223 Welcome 2019-05-31T15:28:41-04:00 Khaula Murtadha kmurtadh@iupui.edu 2019-05-23T14:52:53-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/23224 Bienvenidos 2019-05-31T15:28:41-04:00 Khaula Murtadha kmurtadh@iupui.edu 2019-05-23T14:54:53-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/23225 Vice Chancellor’s letter 2019-05-31T15:28:41-04:00 Amy Conrad Warner awarner@iupui.edu 2019-05-23T14:57:11-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22818 Artful Spaces/Safe Places: A Gallery Provokes Voices that Interrogate Common Narratives of Latino Immigrant Children 2019-09-22T10:16:33-04:00 Cindy Bixler Borgmann cborgman@iupui.edu Stacy Peñalva test@iupui.edu <p>What do Latino immigrant children’s voices say as they are provided a safe community space to be heard and soft clay through which to speak? Through art work, focus groups, gallery exhibitions, and filtering data (Author, 2018) &nbsp;this critical ethnographic research (Madison, 2012; Merriam &amp; Tissdell, 2016; Wolcott, 2008; Thomas, 1993) &nbsp;exposes the complex political nature of linguistic, cultural, and national negotiations in which Latino children and their families in this study engage daily.&nbsp; This work troubles stereotypic mainstream narratives (Dillard, 2012; hooks, 1990, 1994; Janks, 2010) and points out the need for strong community/university collaborations to impact the excavation of deeper understandings of people in our neighborhoods. This ethnographic portrait of families, part of a larger study, involved the community director in an urban Spanish speaking church and faculty from literacy education and visual art at IUPUI. &nbsp;In this study children created clay objects called “hanging journals” during a summer program. &nbsp;These clay artworks acted as semiotic mediators (Kress, 2010; Pahl &amp; Rowsell, 2012) for voices of this group—voices which routinely go unheard, or are devalued. Using theoretical frameworks from the fields of literacy and art, layered with multiplex ethnographic research tools, the volume on these important and complicated voices was turned up to hear buried stories and to interrogate commonly accepted narratives that swirl around Latino immigrants and their families.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This study provides a peek into the authentic narratives of children as they share the daily navigation of a transnational existence, and shows the power of the arts to communicate across contested spaces. This study embraces the necessity of authentic university/community collaborations as a two-way street to understand and empower Latino youth, to better prepare future teachers as agents of change, and to expose versions of immigrant ways of being and knowing that are misconstrued.</p> 2019-05-23T00:00:00-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22815 Trust in Participatory Action Community Engaged Partnerships: Relationships and Historic Trauma Matter 2019-09-22T10:16:34-04:00 Barbara Pierce barjpier@iupui.edu Paige Klemme test@iupui.edu Val Tate test@iupui.edu Mary Studley test@iupui.edu <p>University-community participatory action partnerships can be mutually beneficial. Universities often work alongside communities to establish new and innovative community-based programming and research that are intended to benefit communities from these efforts. However, mistrust has been found to be a major issue in creating and maintaining strong relationships. This paper will marry a model of trust that forms when partners exhibit relational capital, relational embeddedness, and transparency within the principles of trauma-informed care as established by the Substance Abuse Mental Health Services Administration (SAMHSA) (2014).</p> <p>A group of university researchers and community activists/organizers analyzed their work on a project to bring a community engaged participatory action design team intervention to develop and implement trauma-responsive care in an established transitional African American community located in a large urban Midwestern city. Through our analysis we identified three major reasons for mistrust: &nbsp;objectification of community members, lack of real change in the community, and lack of transparency.. Additionally, we found that paying attention to power differentials between the university researchers and community partners is key. Major findings around best practices mirrored the SAMHSA trauma-informed care principles and included developing “not just trust but trusting relationships”, sharing “voice and choice” with all who seek to participate, understanding the historical trauma within the community, using cultural guides and long time seasoned community organizers to facilitate processes, “showing up” and being interested in the community beyond the research or intervention by finding a way to give back to the community beyond the project.</p> 2019-05-23T00:00:00-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22812 Three Journeys: One Project 2019-09-22T10:16:35-04:00 Olivia McGee-Lockhart test@iupui.edu Kisha Tandy test@iupui.edu Andrea Copeland ajapzon@iupui.edu <p>The Bethel Project is about the history of Indianapolis’ oldest black church, archival records, preservation technologies, virtual experiences, and collaboration and co-creation among many different departments, heritage institutions and community members. This paper provides three perspectives on this project from individuals who’ve worked closely together over the past four years. This may seem like a long while to work on one project but for those whose research is community-based it seems about right. Three unique voices will be presented with each telling their own narrative of what she thought when the project started and how her thinking has changed until now. Andrea Copeland is an associate professor in the School of Informatics and Computing whose research focuses specifically on public libraries, community collections, and engagement. Kisha Tandy is the associate curator of social history at the Indiana State Museum who researches African American history and culture. At the center of the project is Olivia McGee Lockhart: Bethel AME Church of Indianapolis’ Keeper of History, Indianapolis native, and an Indianapolis Public Schools educator for nearly four decades.</p> 2019-05-23T00:00:00-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/23221 Speaking Up, Speaking Out 2019-09-22T10:16:33-04:00 Kevin Hillman kevjhill@iu.edu Joseph Feldman joefeld@iu.edu 2019-05-23T14:40:33-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22816 Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project 2019-09-22T10:16:31-04:00 Cristina Santamaria-Graff santamac@iupui.edu Joel Boehner test@iupui.edu <p>In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the <em>Individuals with Disabilities Education and Improvement Act</em> (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.</p> 2019-05-23T14:44:31-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22727 Grassroots Maternal Child Health Leadership Curriculum 2019-09-22T10:16:32-04:00 Lindsey Anne Skinner laskinne@iu.edu Deborah Stiffler dstiffle@iu.edu Nancy Swigonski nswigons@iupui.edu Kara Casavan kacasava@iu.edu Ashley Irby amirby@iu.edu Jack Edward Turman, Jr jaturman@iu.edu <p>In the United States, Indiana ranks 43<sup>rd</sup>for its infant mortality rate. Twenty-nine (of the 988) Indiana zip codes account for 27% of infant deaths. There is a need to train and mentor community members to lead local maternal and child health (MCH) efforts that address the priorities of community members as related to poor birth outcomes and facilitate the community’s solution strategies to this important public health problem. This community-centered approach coupled with local healthcare delivery helps thoroughly address local adverse birth outcomes. A comprehensive grassroots MCH leadership curriculum is needed for this training process. To meet this need we developed and solicited feedback on a curriculum designed to train community members situated in Indiana’s high-risk zip codes to be grassroots maternal child health leader (GMCHLs). The curriculum teaches GMCHLs the knowledge and skills&nbsp;to become&nbsp;self-reflective leaders&nbsp;who&nbsp;understand&nbsp;the causes and effects of adverse and&nbsp;inequitable birth outcomes, the negative&nbsp;health&nbsp;effects of chronic stress,&nbsp;and&nbsp;the protective power of the community. These GMCHLs will&nbsp;become&nbsp;skilled in the&nbsp;use of&nbsp;storytelling, Photovoice, policy development/advocacy and&nbsp;EvaluLead&nbsp;to build the capacity of their local community to support positive maternal and child health (MCH) outcomes.</p> 2019-05-23T14:42:06-04:00 ##submission.copyrightStatement## https://journals.iupui.edu/index.php/ENGAGE/article/view/22817 A Mixed-Methods, Community-Based Study To Identify Predictors Of Depression In Latino Adolescents By Gender 2019-09-22T10:16:31-04:00 Silvia M. Bigatti sbigatti@iu.edu Virna Diaz test@iupui.edu Katrina K. Conrad test@iupui.edu Michelle Ramirez test@iupui.edu Tess D. Weathers test@iupui.edu <p>Latino adolescent depressive symptoms are a growing problem, of interest to both the community and academic partner who are reporting the present study. In this mixed-method, community-based participatory research study we quantitatively examined predictors of depression known to impact adolescent mental health that are amenable to interventions. Concurrently, we qualitatively assessed parents’ perceptions of mental health problems in children, their causes and potential solutions. The data from parents (n = 108) was obtained in focus groups led in Spanish, and the data from adolescents (n = 86) was obtained in English language surveys. Among the adolescents there was an even representation of males (47.7%) and females (52.3%), M<sub>age</sub> = 15.24 (SD = 1.97). Nearly half (47.7%) of the adolescents were experiencing minor depression and one in ten (10.5%) were experiencing major depression according to their scores on the PHQ-9. Adolescent participants reported low acculturative stress, average social support, and high mastery, as well as highly functional families. Males reported higher self-mastery than females and lower acculturative stress. Predictors of depression differed by gender. For males, self-mastery predicted depressive symptoms; for females acculturative stress predicted depressive symptoms. The focus groups with parents supported and expanded quantitative findings. The parents demonstrated a keen awareness of depression in teens and their own contributions to the problem, including their efforts to maintain their culture of origin which prevents integration of their children into the majority culture.&nbsp; Parents also reported difficulties knowing what steps to take and finding resources. The additional dimension of parental voice is often missing from studies of adolescents, and here it clarified many of the issues identified in the teens. These findings suggest the need to focus on mental health in this population, potentially developing differential interventions by gender and taking a family systems approach.</p> 2019-05-23T14:47:25-04:00 ##submission.copyrightStatement##