Living in a diverse community in the 21st century demands that we redesign our way of thinking and revitalize our trust and belief in the infinite power of the human spirit. In a world that has been deeply wounded by cultural, religious, and political strife, one of our main goals should be to inspire youth to believe that true strength in leadership is forged in unity – the power that comes when diverse individuals find a common ground and work together. As educators, our commitment to diversity should assume the undeniable task of providing profound learning for all learners, which means encouraging them to value the richness that comes as a result of different perspectives, and the enrichment that is generated from sharing unique experiences. One of the most effective ways of celebrating diversity is through building friendships and fostering a sense of belonging among all people.

Educators nationwide seem to share similar thoughts. In his article, “Embracing Diversity” (Diversity Exchange, Spring 2002) Robert M. Coatie writes, “As educators, we should find ways to accentuate the hopes, dreams, and aspirations of our youth. We need to be supportive of each other and place a renewed emphasis on the sense of belonging and a sense of purpose.”

Inspiring youth to make their dreams a reality is no easy task, but this provides an opportunity when the entire community can help. One of the best examples of community leadership is demonstrated by a grassroots outreach project called Each One Reach One, (EORO) sponsored by Shasta College, a rural community college in the far northern region of California. Deeply rooted in the concept that “it takes a village to bring up a child,” the project is intended to reach area youth challenged by poverty and rural isolation, and who have never considered college a viable possibility. Academic support services including tutoring, mentoring, and a sports program are made possible through collaborations with community partners. The project exemplifies true community spirit, for it reaches out to residents and delivers the message of good will and hope for families in spite of the dramatic changes that may have occurred in their lives, such as unemployment or disability.

In 2000, W.G. Garland, vice president for Student Services and Diversity Programs at Shasta College, had a simple desire to reach underrepresented youth and help them navigate their way through the turbulent adolescent years. The project took root and flourished into a region-wide collaboration. Garland envisioned a program that would foster a sense of belonging among all youth, and one that would engage community members in working toward improving the quality of experience for youth in academic, social, and cultural venues.

Current research in education shows that disproportionately high numbers of ethnic groups and economically disadvantaged students perform consistently in the lower third academically in schools nationwide. EORO clearly addresses this critical need for more and better support of youth.

EORO is built upon the fundamental belief that we each contribute unique strengths and experiences to the community. These strengths and experiences deserve to be respected and cultivated. EORO capitalizes on community leadership to make the program work and uses a wealth of readily available resources: the people, the richness of their experiences, and knowledge they bring to youth in the region. The success of the project can be attributed to a simple leadership strategy: teamwork. A team of community liaisons representing African- American, Hispanic, Native-American, and Asian- American residents work in the heart of the communities and are available to families for direct support. Liaisons facilitate group meetings, coordinate tutorial activities, provide cultural events, coordinate sports-related activities, and develop informational workshops that help youth and their families learn about the opportunities possible through education. Last year, EORO and its community partners provided a wide array of academic, cultural enrichment, and family-related services to 1,402 residents, many of whom are middle school, high school, and first-year college students. A truly unique aspect of the project is that it fully involves families and honors their diverse backgrounds.

EORO is just one example of community leadership in action. Other examples of similar projects echo the same purpose and goals, and perhaps many have achieved far greater successes. These projects serve as a medium for engaging in a relationship built on trust, which is critical to the health and vitality of a diverse community. Leaders in the 21st century ought to take to heart lessons from projects that cultivate a community culture committed to honoring and celebrating diversity.

Victoria Santa Elena-Hindes, Ed.D., is director of College Advancement and Institutional Grants at Shasta College in Redding, CA.

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