How to Plan Your Teach-In

• In Event: Symposium on Stanford’s Teach-In on Undocumented Students in the United States

Abstract

Objectives
The purpose of this presentation is to inform the educational researcher community how to host teach-ins at their institutions about issues faced by undocumented students, with the objective of increasing involvement and awareness surrounding undocumented youth in the U.S.

Perspective(s)
In the United States, a substantial population of undocumented youth is facing legal and economic barriers to higher education. It is estimated that there are 80,000 undocumented youth who have lived in the United States for 5 or more years by age 18, but only 65,000 graduate high school each year. Of these 65,000 undocumented students only 5-10% go to college. 2 Even if undocumented students pursue higher education, they cannot legally gain employment after graduation. Research suggests that undocumented students experience shame, anxiety, and fear due to the social stigma and dangers associated with their status.

Methods
Stanford University has established an annual teach-in workshop for students, community members, researchers, and practitioners. The past teach-ins, opinions of the organizers, and event documents were reviewed to understand the major components of a teach-in.

Evidence
The evidence used to present how to run a successful teach-in includes the records of past teach-ins through evaluations, proposals used to fundraise, and accounts of the experiences of the event organizers.
Results/conclusion
There are several components involved in planning a teach-in: 1) panel topic(s) 2) speakers 3) volunteers 4) publicity/outreach 5) food/drinks/facilities and 6) a budget/fundraising. The teach-in topics are decided by a committee composed of professors, university staff, graduate and undergraduate students. Committee meetings to plan the event begin 2-3 months before the event. All committee members vote on speakers and a subcommittee follows up to contact the possible speakers (e.g. scholars, undocumented students, counselors, legal advocates). The rest of the committee is divided into volunteer, food/drinks/facilities, publicity, and budget/fundraising subcommittees. The event organizers all contribute to fundraising efforts by submitting proposals to different departments, and university financial resources. Outreach and publicity efforts range across the diverse communities on campus and outside the university to local high schools and youth programs.
Teach-ins can be four hours long consisting of two panel sessions and a dinner break. The topic for each session can range from research perspectives to more practical topics such as finding a job. After the second panel a time period can be set for short film screenings or networking amongst participants. Folders with research articles, scholarship lists, pen and notepaper are provided.

Significance
It is important to understand the level of awareness that can be created through developing teach-ins at different institutions. Teach-ins serve as forum where various stakeholders, including undocumented students, members of university/research communities, and practitioners advocate for the rights of the undocumented students. This is significant in shaping the research surrounding undocumented youth, as well as applying research directly to aid undocumented students. Ultimately, teach-ins can expand to include undocumented adolescents that may not have the education opportunities and due to other circumstances would not qualify under legislation such as the DREAM Act.

Author

• Saskias Casanova, New York University