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Social Policy
Winter 2003, Vol. 34, No. 2
Spring 2004, Vol. 34, No. 3
 
Youth Organizing is Organizing: Case Study of Sistas & Brothas United

By Mary Dailey



or the last five years one of NYC’s most established organizing entities -- the Northwest Bronx Community and Clergy Coalition (NWBCCC) -- has been engaged in youth organizing.  NWBCCC has demonstrated that youth organizing can achieve significant policy change.  Its experience indicates that youth organizing can leverage pre-existing political power and relationships developed by adult organizing groups.  This experience also shows that youth organizing can build the power of the root organization and challenge and invigorate adult membership.



Sistas and Brothas United uses standard organizing measurements -- turnout, leadership development, general organizational development, victories, etc. -- to evaluate their youth organizing.  These are the measures that their youth members hold themselves and the rest of the organization accountable to.  Additional measures of their work are elaborated upon below.

Sistas & Brothas United

The Northwest Bronx Community and Clergy Coalition (NWBCCC) is a multi-issue and multi-neighborhood organization.  It has leveraged hundreds of millions of dollars to finance the renovation and preservation of affordable housing.  It has also won well over two hundred million dollars of capital improvements to area schools, parks and other public facilities.  NWBCCC is noted for winning major land use struggles and for significant contributions to public policy reform in both the housing and public education arenas. NWBCCC is widely viewed as a unique hybrid of neighborhood and institutional organizing.  The organization has demonstrated an ability to develop members with no previous civic experience into strong recognized community leaders.  Over the past ten years, NWBCCC has anchored some of New York City’s most successful issue coalitions.

In 1999 Northwest Bronx Community and Clergy Coalition reinvented its youth organizing, moving it out of the neighborhood level and creating one central youth organization, Sistas and Brothas United (SBU).  Prior to 1999, NWBCCC had run youth service programs and attempted unsuccessfully to replicate its adult organizing model with teenagers.  Before creating SBU, NWBCCC divested itself of all youth service programs previously associated with the organization, literally transferring contracts to area social service organizations.  In addition, NWBCCC trained SBU’s first organizers along with other entry-level staff.  The movement away from the neighborhood paralleled a general restructuring by NWBCCC that occurred in the mid 1990’s. 

During that period NWBCCC’s campaigns shifted toward larger policy     arenas.  NWBCCC restructured its adult leadership vehicles establishing both issue committees and problem solving groups that members can join who have emerged through one of many vehicles:  a tenant association, school committee, neighborhood-based campaign, congregation organizing committee or an issue committee.  Prior to this restructuring leaders were expected to emerge from NWBCCC’s neighborhood based organizations, and then be recruited into issue committees.  The old structure slowly brought people through layers of organizational structure and responsibility, but it had the effect of stifling new leadership and frustrating members whose interest quickly extended to policy matters.  The restructuring has the opposite challenges:  the Coalition’s neighborhood associations must now compete with other avenues through which members demonstrate leadership.  The restructuring has helped the organization to connect its definition of leadership to the capacity to act on issues of social justice and public policy and it has prevented the organization from being dominated by gate-keepers.  On the other hand, the restructuring sometimes allows new members to move into positions of leadership too quickly and does not breed as much stewardship as the old model.  NWBCCC continuously evaluates it leadership identification, training, development and retention process and structure and will no doubt fine-tune what it is now doing based on what is learned.




By moving Sistas and Brothas United out of the neighborhood level, NWBCCC:

eliminated pressures and expectations from a specific group of members that SBU would become a youth service organization for their neighborhood children;
removed the impression that SBU was a subset of a subset, providing SBU with a stronger identity and more power in relation to other parts of the Coalition, and;
encouraged SBU to develop relationships at the City-wide or School District (not school) level and to examine problems and solutions in that context.

SBU’s recruitment moved outward from an initial group of teens who gathered at one street corner.  Harnessing school relationships, friendships, family networks, and church connections, SBU built a diverse membership of three hundred teenagers in five years. 

SBU’s core, defined as members who attend weekly meetings and who play leadership roles, stands at approximately 40 youth.  Similar to the adult parts of the organization, SBU brings together people who would otherwise be unlikely to know one another.  For example honor students and former gang members work side by side on school improvement projects and Catholic School students work side by side with members of the local Mosque’s girls’ program.  Similar to NWBCCC, SBU is a multi-racial organization.  However, unlike most of NWBCCC’s neighborhood associations, which are majority African American, SBU is majority Latino.  The addition of SBU to the NWBCCC’s membership has made the NWBCCC more Latino, improved NWBCCC’s ability to draw on Latino constituencies, and built more power in relationship to the local political machine, which is Puerto Rican dominated.  This shift helped the NWBCCC meet a strategic direction set by its core leadership team & board of directors to expand Latino membership and leadership. The growth of SBU has been one step to realize goal.  Other steps have included expansion of church based organizing in largely Latino congregations and more extensive translation of documents, trainings, and planning  meetings.

In recognition of SBU’s potential to seed a new political club the local machine has attempted unsuccessfully to recruit SBU staff and at one point offered to run a grant to SBU through a politically connected service agency.  Although this is hardly the first time NWBCCC confronted this problem, it was one of the more blatant attempts to divide the organization.  SBU leaders are proud of their stature and comfortable with their identity inside NWBCCC.  These leaders understand such attempts as efforts to control the organization and limit its effectiveness.  All Coalition leaders spend time discussing how to manage relationships with elected officials including the solicitations and chidings that local pols may dole out.

Sistas & Brothas United has run both local campaigns and campaigns that are changing City-wide education policy.  Locally they have won over $3 million dollars in traffic and street improvements and over $2.5 million in school facility improvements.  Two early campaigns leveraged NWBCCC power and access to decision makers. In one case they secured a meeting about high school facilities with the Deputy Chancellor for New York City.  This proved to their school principals that SBU was both a power to be reckoned with and that SBU could bring resources to the table that they, as school administrators, could not.  Another example was SBU’s neighborhood tour with the Peter Vallone, the former Speaker of the City Council.  SBU used a pre-existing NWBCCC commitment for a meeting to get the Speaker’s attention on a local capital budget issue of importance to their membership. 

NWBCCC took the position early in SBU’s development that high school students, not their parents, are the most sensible base for high school reform.  This decision was based on several factors.  In New York City many parents drop off and pick up their elementary-age children each day.  Informal groups of parents gather outside schools in the morning and afternoon creating a natural space for organizers to meet parents and learn about potential issues.  On the other hand teenagers get themselves to school and home, frequently traversing several subway and bus lines to do so.  Teenagers gather outside the schools in the morning and afternoon.  They, not their parents, are the population to meet with and discuss issues when organizers visit a schoolyard.  Our experience has also taught us that many parents are disconnected and largely unaware of the details of their children’s high school experience.  SBU members have said that they are much more likely to discuss what is happening in their schools with one another or with adults they know outside of the family than they are with their parents.  In addition it is not unusual for parents to feel more intimidated around the subject matter, particularly now that teenagers must pass an English and Math Regents (exam) in order to graduate.  Parents of many SBU members did not attend schools in this country; others dropped out of high school and the majority graduated from City high schools in the 1980s when graduation requirements were far less rigorous.

At the same time that SBU began organizing around public education issues, NWBCCC’s parent organizing project was in its third year of a fight for City capital dollars to reduce school overcrowding.  NWBCCC was helping launch a new State-wid coalition to demand changes in the State’s funding formula.  Coalition organizers chose to introduce SBU members to these larger issues from the beginning of the SBU’s work on public education.  In 2000 SBU turned out 500 teenagers to a rally for the Alliance for Quality Education.  To hit this figure SBU added to their own core numbers by turning out institutional allies.  SBU’s core leaders conducted a series of meetings with staff and clients of social service programs and youth development agencies.

Organizing groups can benefit from the depth and strength of the youth development sector in New York.  NWBCCC’s relationship to the youth development sector is complicated.  As described here we have at times been able to tap the client base of these organizations for turnout and occasionally we are also able to move their Executives and Board members around specific issue campaigns.  More innovative youth development organizations can make good partners on specific projects; this is particularly true of groups that are devoted to the arts.  It is also quite common for our teenage members to be facing dangerous and unstable family situations.  For this reason it is important to have solid relationships with youth agencies that can help individual teenagers deal with all types of legal and emotional situations.

Occasionally some of the larger social service agencies have viewed SBU as a competitor for funding.  In fact SBU is not interested in securing government dollars for service programming and most of these service agencies would never qualify for the type of organizing dollars that fund SBU.  On the other hand SBU does attempt to use youth employment programs as a way of providing stipends to teenage members who run trainings or project committees.  The large social service agencies that manage those employment contracts prioritize their own needs for day camp counselors over SBU’s need for peer trainers and peer organizers.  This creates tension when resources are scarce.  For example, this year the State’s summer youth employment program was cut by ten million dollars and local youth agencies made sure that they were taken care of first.  This left SBU’s summer organizing program with no stipend dollars.  SBU core leaders used pre-existing relationships with labor unions to find alternative employment for their members most in need of a paycheck.

SBU’s early work on school issues related to facilities and security.  After developing recognition and leaders through these campaigns SBU turned to “inside” the classroom issues-the actual quality of education.  At present SBU is close to securing a commitment from the City’s Department of Education for a small school their core leadership designed.  Unlike other small schools that have involved teenagers, SBU members worked with staff to write all the elements of the concept paper.  SBU members also interviewed and made hiring decisions about school staff including the school leader (principal).  This process is precedent setting and has opened doors for organizations that might be capable of replicating this model.

At present Sistas & Brothas’ Students & Teachers Alliance To Reform Schools (STARS) project aims to improve high school classroom instruction by providing continuing education and training to education professionals in the school.  The STARS project promises to establish another City-wide model.  The idea of STARS is to bring additional dollars into targeted schools to work with clusters of teachers on how they engage students around subject material and what expectations they set for themselves and their students.  In 2002, at a conference convened by education organizing funders, SBU teen leaders met Carlton Jordan, a senior staff person on the Education Trust staff.  (The Education Trust was created in 1990 by the American Association for Higher Education as a special project to encourage colleges and universities to support K-12 reform efforts.  The Trust has developed into a large and independent nonprofit organization whose mission is to make schools and colleges work for all the young people they serve.) 

The following year, SBU contacted Jordan and asked for help thinking through what kind of teacher coaching and mentoring could improve their education.  The Trust operates a project entitled Standards in Practice, premised on the notion that students can do no better than the assignments they are given-so those assignments must be demanding, rigorous and aligned with the highest of standards.  The Ed Trust works with school districts to develop quality control tools that are used to evaluate classroom assignments, projects, courses, curricula, even teachers’ and administrators’ performances.  The model organizes teachers in teams to examine their assignments, as well as the resulting student work, on a regular basis.  SBU leaders see an opportunity to match the Ed Trust’s formula with their desires for more dynamic teaching and stronger preparation for New York’s Regents exams.

Carlton Jordan has meet with SBU’s members about project design and next will be working with the STARS committee of students, teachers and district officials.  This project also has tremendous potential for replication.  At home, NWBCCC’s parent organizing is attempting to replicate elements of the project right now.  The relationships that SBU established with nationally known education advocates and technical assistance providers now serve as a resource to NWBCCC’s parent organizing much in the way that NWBCCC’s parent organizing secured SBU their first meeting with top school officials.

Both the Leadership Institute and STARS require participation of teachers.  SBU has sought teacher cooperation with these projects from the top and the bottom-literally recruiting teachers that their members like and respect as well as asking top leaders in the teachers union-United Federation of Teachers (UFT)-for cooperation.

In this way SBU has been able to attract deeply motivated and committed teachers to the project.  SBU’s experience has been that resistance to these projects tends to come from the middle levels of the teachers’ union, people who view the projects as a nuisance and additional burden.  To neutralize this problem, SBU has tried to leverage relationships with top UFT leadership built through common funding battles.  SBU expects that it will encounter additional questions and objections from the teachers union as the STARS project moves forward.  The STARS team will continue to use this top and bottom approach to resolve differences as they occur.

Lessons for All Organizing

One area where SBU has been more aggressive than NWBCCC’s adult organizing is political education on identity issues and race.  SBU has incorporated sessions on these topics into a regular series of trainings that all new SBU members must take and that core SBU members and some outside facilitators manage.  In addition, the “C” group, a subset of core leaders, meet to talk radical politics and link their campaigns to movement history.  SBU’s willingness to embrace these issues has challenged NWBCCC as a whole to increase structured political education for its adult membership and contributed to a number of shifts in staff and leadership training, issue selection and message.

When SBU was created five years ago it was unclear if teen leaders would have the longevity necessary to become core leaders for the organization as a whole.  NWBCCC has learned that teen leaders not only can and do stay involved for multiple years but that their day to day time commitment almost always exceeds adult leaders.  One phenomenon that occurs when working with adults is actually less likely to occur when working with teens.  Often adults join organizing groups at a time of personal crisis with housing, employment, etc and it is not uncommon for them to resolve their problems, gain skills and move on.  Youth leaders are more likely to find the support they need to do better in school or manage problems at home and stay connected to the organization. SBU’s leaders set an example for adult leaders in both their willingness to do the hard work of base building (door knocking, one-on-one meetings, etc) and their willingness to work in teams and share decision making power. Since the creation of SBU, NWBCCC has invited at least five teenagers to participate in the core leadership team that plans and evaluates the organization’s strategic directions and work plan.  This discussion covers not only external topics, but serious questions of internal structure and resource allotment.  At present the organization is in the midst of a discussion around resource allotment.  How should we divide the time of organizing staff?  What roles can and should leaders take on more exclusively?  SBU’s commitment to training and their culture of accountability have set an excellent example in conversations involving both adult and teen leaders.  NWBCCC has learned that by taking teens seriously we can and have developed serious teenage leaders who have the capacity to lead not only issue campaigns but also in areas of organizational culture and management.

Mary Dailey is Executive Director at the Northwest Bronx Community and Clergy Coalition.  She has worked for the NWBCCC since 1986.  After eight years of street organizing, she became director in 1994.  Since 1994, the NWBCCC has expanded its role in citywide organizing campaigns and reinvented both its youth organizing and congregation organizing


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