New Approaches for Connecting Youth to Work

NEW APPROACHES FOR CONNECTING YOUTH TO WORKHack the Hood + Winnow Research StudioAutumn 2014

Made possible through a grant from the Workforce Accelerator Fund through the California Workforce Investment Board

Created for Hack the Hood by Winnow Research Studio 2014 2

Connecting Youth to Work:Innovation Through the Workforce Accelerator Fund

In the summer of 2014 the California Workforce Investment Board supported a range of organizations to pursue new, creative solutions, focusing on:

• Collaboration among partners • Innovation that creates new or adapts existing approaches• System change to incentivize adoption of proven strategies

and innovations

Hack the Hood was granted funds to design, develop, and implement video projects for training sessions that will accelerate employment and re-employment strategies for California job seekers.

Winnow Research Studio was engaged to conduct human-centered design to gain insights from the youth and leaders in the program to better understand how best to leverage video technology to deeply engage youth in learning.

Table of Contents

1. Introduction

2. A Human-Centered Design Process

3. How Hack the Hood Inspires Youth to Work in Tech

4. Design Personas: Understanding Disconnected Youth

5. Design Principles: Connecting Youth to Work

6. Opportunities: Bridging the Digital Divide

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INTRODUCTION

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Introduction

Hack the Hood’s Goal for Blended LearningWinnow Research began with the question of how Hack the Hood could improve outcomes for disconnected youth through innovative approaches to using video in the classroom. With this investigation we have identified design principles and opportunities inspired by the strengths and challenges of learning-to-work programs today.

Video in the classroom offers many possibilities. Hack the Hood can improve quality, access and scalability of technology and marketing training for disconnected youth. Together we defined a strategy for video that would speak most effectively to the youth population.

Using Human-Centered Design to Uncover OpportunitiesAt Winnow Research Studio our strength is exploring and understanding people in order to illuminate a range of meaningful solutions to improve their lives. For this project we interviewed youth, observed classroom experiences, met with practitioners who are working with youth in transition, and applied “blended learning” approaches (i.e. video learning tools), to bring user-centered innovation to workforce development programs.

From the collective experience of our participants we gathered stories and insights that point toward the biggest issues to address with video in the classroom. This was the launching point for brainstorms conducted with the leaders of Hack the Hood, to generate concepts that powerfully deliver on the needs of disconnected youth.


A HUMANCENTEREDDESIGN PROCESS

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Understanding the Audience: Disconnected Youth

Winnow began by listening to the experiences of youth from Oakland who have been struggling to connect with work. We reached out to youth inside and outside the Hack the Hood program to understand their experiences with school, work and training programs.

It was fairly simple to interview the youth who attended the Hack the Hood Boot Camp, they were nervous to be interviewed but opened up quickly as they told their personal stories of struggle and discovery. We compensated them for their time, as we do all of our interview participants. On the other hand, it was very difficult to interview youth who were not part of the program. The young men and women who responded to requests to meet most often did not show up. Despite the promise of payment for their time, they canceled again and again, which is an indicator of how hard it can be to serve disconnected youth.

But finally we found Kevin through an Oakland teacher. He provided us with many rich insights about how easily a talented student can slip through the cracks at school. We will share his story here. Kevin has a strong interest in technology but does not see any reliable path to a tech career. He completed high school through an online program after several incomplete semesters. He is now looking for odd jobs and dreams of one day starting his own business, based on his own inventions.

It was striking to hear him struggle with how to move forward after high school. This was in stark contrast to the youth we met in the Hack the Hood program who had more confidence in their future path.

A Human-Centered Design Process

“The new principal changed the rules. I got called into the office and they told me I had failed the semester with too many tardies. So I stopped showing up. I worked more hours at the print shop. Then I went to an online school after that.” — Kevin, Oakland Youth



“I was really good at Science. I passed the AP Environmental Sciences exam... Now I just work small jobs, I’d be fine with janitorial stuff in a nice area.”

— Kevin, Oakland Youth

“I just wanna work, I don’t want to go to college. I kinda want to work in computer science. I want to build things, I like to make machines. There is a website that walks you through programming things. It’s really basic but it gets you through.”

— Kevin, Oakland Youth



Youth from the Hack the Hood ProgramWinnow interviewed four young people from the Summer 2014 Boot Camp who have very different experiences with work and attitudes toward technology. Their stories of transformation inspired our thinking about the things that help youth see more possibilities in their future careers.

Arletha, 18She struggled to balance immediate needs for her baby, earning money, and other obstacles.

Astrid, 18Her father wanted her to stay home to help with family rather than go to college or job training programs.

Muhammad, 16He had given up on Tech as a freshman in high school because he didn’t have the confidence to pursue it.

TJ, 19Despite a keen interest in computers, he did not have a clear plan in junior college.

“I’m doing this training so I can save up money and pay my way through college.” — Arletha, Summer 2014 Boot Camp



“I thought it was too late for me to get into Tech, but now I have a plan.”

— Muhammad, Summer 2014 Boot Camp

“We went to Google. I’ve never been to a place like that. There were even people there that looked like me.” — Astrid, Summer 2014 Boot Camp



Leaders at Hack the Hood and other organizations

Arletha

Mary FullerChief Operating OfficerHack the Hood

Zakiya HarrisChief Education OfficerHack the Hood

Susan MernitCEO/Executive DirectorHack the Hood

Max GibsonInstructor & Program AssociateHack the Hood

Damon PackwoodInstructor & Program ManagerHack the Hood

Winnow drew inspiration from the people who work directly with disconnected and low-income youth by learning their philosophies, challenges and best practices.

Rev. Robinson & Rev. Amen Elmwood Correctional Center

Kathy Chao Rothberg & Su DungLao Family Community Development

Galen SilvestriUnited Roots

Randy RigginsMentor/Tech Executive

Barbara GradyMentor/Reporter


“Quality goes down [in the youth’s performance] when they don’t know the purpose.” — Damon, Hack the Hood Program Manager


“I believe in that saying, ‘They don’t care what you know, until they know that you care.’”

— Reverend Ra, Correctional Institute Ministries

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“Part of what we do is wake up people’s minds. We talk about how to engage their community to get support when they need it.”

— Galen, United Roots


“You have to plan for success. You need to connect all of the resources you can to support these youth in all aspects of their lives.” — Kathy, Lao Family


From the Interviews: Social Support and Tech VisionFrom the rich conversations with amazing youth and leaders, Winnow identified themes that describe the strengths and challenges for how the Hack the Hood program is reaching the youth they serve.

It became clear that the power of Hack the Hood is the social support and learning that is skillfully integrated with the technical skills that students are seeking. This allows students to see Tech as more than just coding, it is an exciting opportunity for their careers and their communities. They start to see themselves as creators and contributors.

PATTERN-FINDING,COLLABORATION AND BRAINSTORMS


Solidifying a Vision for Video in the ClassroomIn education today there is an emerging trend of using video to “flip the classroom.” This takes lectures out of the classroom, moving them to at-home time, allowing teachers more hands-on time with students at school. While this approach works well for youth who have motivation and means to dedicate to the content, it does not work as well for those who are already disconnected from school and have many things that take them away from watching videos for homework. Video needs to be integrated into their class time.

The biggest challenge for disconnected youth is providing motivation and building trust with their instructors so that they can believe in the opportunity and channel their energy toward a path to work. Videos should be added to the curriculum in ways that extend the purpose of program: helping youth see themselves in Tech careers.

Pattern-Finding, Collaboration and Brainstorms

How Might Video Enhance the Success of Hack the Hood?Winnow led brainstorms with the Hack the Hood staff and volunteers from Google. We used the strengths and challenges heard from students and instructors to frame these brainstorms.

Brainstorm questions: How might we...• Share the purpose-driven perspective on Tech?• Create a rich and diverse portrait of the Tech industry?• Extend the strong connection among youth and

with instructors?• Make more time in the classroom for learning soft skills?• Expose more students to mentor stories and skills?


The Concepts that Rose to the Top:

1. Mentor Matrix: Reveal the Tech Ecosystem

2. Spark a Paradigm Shift

3. Demonstrate Soft Skills

4. Capture Individual Stories: During

and After the Program

5. Recruit Disconnected Youth

Pattern-Finding, Collaboration and Brainstorms

Other interesting topics that should be explored later:

- How might we use the Flipped Classroom to reach out to the youth who cannot attend our Boot Camps and Hack Days?

- How might we use video to train the trainer, extend the magic of the Oakland Hack the Hood to other locations?

- How might we use video to help our local business customers? The knowledge divide is often even greater for them.


The Hack the Hood Program in Action

Hack the Hood is a non-profit that introduces low-income youth of color to careers in tech by hiring and training them to build websites for real small businesses in their own communities. During workshops and 6-week “Boot Camps,” young people gain valuable hands-on experience building mobile-friendly websites, executing search engine optimization, and helping businesses get listed in local online directories.

In addition to relevant technical skills, youth also learn collaboration, entrepreneurship, and life skills under the guidance of staff members and volunteer mentors who are professionals working in the field.

Hack the Hood’s approach is all about real world experiential learning. It begins with youths’ interest in technology, and then grows to show them how they can carve out a meaningful and lucrative career in tech. From the very beginning of the program, Hack the Hood encourage youth to see themselves as entrepreneurs. The young people are treated like adults and show up everyday to work together in an environment that gives them a taste of what it’s like to have a career in tech.

HOW HACK THE HOOD INSPIRES YOUTH TO WORK IN TECH

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Community Ecosystem

TechEcosystem

A Two-Legged Support SystemFrom the interviews and observations, Winnow identified the elements that make Hack the Hood such a strong source of learning and purpose for disconnected youth.

First, the Hack the Hood program places youth in the center of two important ecosystems:

1. Community resources to handle the difficulties of showing up for work everyday.

2. Access to a diverse set of inspiring people and companies throughout the complex Tech ecosystem

Why it Works

This is a Job and a Community.Next, the youth in the program experience much more than making websites. They are treated as responsible team members who are learning the professional skills of being successful in a diversity of Tech roles. These four elements come together to take kids who enter the program saying, “I’m going to learn to make a website” to youth who tell us, “I can see myself in Tech.”

Professional Empowerment

Belonging

Local Partnerships

Technology

The Elements of Success


“Tech was the easy part. It was the other stuff that was all out of whack for my mentee. But there are a lot of services that the organization knows about.” — Randy, Mentor

“When a youth makes a website for the coffee shop two blocks away, they make a real site and they see it in use. They can see the value of their work quickly.” — Max, Hack the Hood Instructor

Why it Works


Why it Works

Local Partnerships Show that Tech Can be a Connector in Communities

Learning about Tech from a local perspective makes the organizations and people feel more real, therefore a path seems more possible. The classroom activities are not busy work, instead the youth are making sites for clients by week two, and it will be put out in the world for others to see.

Meeting mentors from their city shows them that success is possible and accessible for “people like me.” It also gives mentors a chance to feel more rooted within their community, which they might leave everyday to go to work in Silicon Valley.

Making websites for local small businesses gives youth a purpose for their work. It demonstrates that Tech can empower people in their own community. Highlighting local business people is a way to show the wealth within their own communities. This is a powerful contrast to the media messages that most often describes innovation happening outside their neighborhoods.

This partnership can also change the relationship between the small businesses and local teenagers. Now they are working together in a professional way, and the kids are the experts. The small businesses become example career paths to disconnected youth who are now able to see the range of entrepreneurship that is happening around them. An alternative path to working for a big corporation in Silicon Valley.

“We’re not just making pretty things here. We are making it easier for businesses to start up, easier for them to stay in business.” — TJ, 2014 Boot Camp

Local Partnerships


Why it Works

“I plan to run my own non-profit someday. I want to help people like me and my mom get onto computers and do the things they need to do.”

— Arletha, 2014 Boot Camp

Local Partnerships

“I was amazed when my friend’s uncle walked in as a mentor! I didn’t know he was in Tech...and I know him! It gave me a special feeling.” — Muhammad, 2014 Boot Camp


Why it Works

Tech is a Practical Skill to Learn and a Movement to Be Part Of

Youth come to the program to develop practical, useful skills they can use to earn money. But they leave with a much more powerful and effective understanding of what a career in Tech could be.

Bringing students to visit Tech companies shows students a new world of work that feels different from what they may have seen before.

Exposure to the ecosystem of Tech helps youth see that there are more options than just coding jobs. They have heard the stories about the geniuses from MIT and Stanford, now they need to hear the other stories—to see that there are a range of paths to good work in tech companies.

Frank, honest conversations about the lack of people of color in Tech builds trust and arms them with a worthy challenge. They learn that this lack of diversity is an opportunity for new ideas to come to the table, and they have perspective to offer. It hasn’t happened yet, and that is an opportunity for them.

Describing Tech as a “paradigm shift” helps them feel part of a bigger movement that gives them new tools to change their lives and their community. They have a unique perspective to offer that is valuable.

How Hack the Hood defines “Tech”

Tech is a way of shaping our daily lives. Technology is causing a change from one way of thinking to another. It’s a revolution, a transformation, a sort of metamorphosis. It just does not happen, but rather it is driven by agents of change.

Inspired from Thomas, S. Kuhn, “The Structure of Scientific Revolution

“We have to get them to believe that there is an opportunity in Tech for YOU.”

— Damon, Hack the Hood Program Manager

Technology


Why it Works

“We didn’t know that the tech industry is more than just two types of jobs. I learned about user experience. I want to be a designer.” — TJ, 2014 Boot Camp

Technology

“The most interesting part was finding out how not diverse Tech is, especially since we make Tech hype. We make it popular.”

— Arletha, 2014 Boot Camp


Professional Empowerment Bridges the Knowledge Divide

Positioning Hack the Hood training as a job and giving the youth all the vocabulary of the profession allows them to feel like they have begun a career. Even better is that they see that work can be fun and interesting. They take their tasks more seriously, feel different from being in school, and sound more informed and professional to others.

Guidance from mentors who come in once per week gives youth tactical skills for networking and applying for jobs. They create LinkedIn profiles, resumes, and learn about how companies think about hiring.

Working directly with small business clients to understand their goals for the websites and collect assets is difficult, but gratifying. By the end, they have conquered a huge challenge and learned to speak with older professionals.

The curriculum is designed to engage youth in activities to learn twenty-first century skills of leadership and self-empowerment. “You need to do this for yourself,” is the encouraging message when questions or conflict arise.

The flexibility of the training and the instructors assures that when youth express interest in a particular part of Tech, someone can encourage them to learn more and connect them with ways to do so. They are able to pursue their own interests and see that it can be a path to work.

Why it Works


“For me it was hard keeping pace with clients, calling them. But now I know how to have a professional conversation.” — Muhammad, 2014 Boot Camp


Why it Works


“I never left my neighborhood growing up. I didn’t know what was out there, I didn’t know how to talk to other people.” — Randy, Mentor

“They stayed late on a Wednesday night to attend a workshop on coding taught by one of our mentors. That’s dedication!” —Mary, Chief Operating Officer


Belonging to a diverse group, and acknowledging individual strengths, provides a foundation for confidence

Arriving at a space every day where they were respected and cared about by their colleagues and their instructors was addictive to the Hack the Hood youth. That is the core of why they came back each day, despite the obstacles. Some even arrived early and stayed late each day, beyond the eight hours that were expected.

Working in a diverse group was exciting and felt significant to the young people. They described sitting alongside people they had never known before and finding common ground.

Hack the Hood creates a dynamic, culturally relevant dialog to engage the youth in an open and honest way. This is essential to help the young people talk about the inclusive and exclusive aspects of the tech industry. The curriculum, the setting and the conversations were purposefully designed to address issues of culture that are familiar to low-income youth.

In an environment with structure, support and discipline, they could learn to thrive while being held accountable for their work and their behavior. They gained confidence as they helped their colleagues, based on their own strengths and a culture of collaboration and support.

Why it Works

“I usually quit things. I was probably going to quit the second week, but I knew that Max had chosen me and I didn’t want to let him down.” — Astrid, 2014 Boot Camp

Belonging


“We did an exercise where we all made the same website. That showed us each person’s strengths.” — TJ, 2014 Boot Camp

Belonging

Why it Works

“Hack the Hood sounded boring. But I came and the people made it good. It’s diverse and we all got along.” — Arletha, 2014 Boot Camp


“It’s a little sad to be out of high school. There was always an adult there asking how you are. You don’t get that as an adult.” — Kevin, Oakland Youth

Belonging

Why it Works

“More healing happens in community than institutions. We see who they are genuinely as a person, not stuck in their crime.”

— Reverend Ra, Correctional Institute Ministries

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Purpose and Perspective on a Practical Foundation

The Hack the Hood Boot Camp is structured to deliver useful skills for building websites within a program that connects them to other engaged young people. The curriculum and conversations address the greater purpose of showing students of color how important and possible it is to be part of the larger Tech movement.

Purpose

Relevance

Connection

Interest

Skills

PurposeTech is a tool for a better future, stronger communities.

RelevanceTech ecosystem & local entrepreneurs

ConnectionCulturally relevant conversations, group and instructor dynamics, strength building

InterestFlexible curriculum and instructors, breadth of perspective on Tech, community connections

SkillsWebsite creation as a practical, useful skill for work

How the Curriculum Connects Skills and Purpose

Why it Works

“It is the Knowledge Divide that keeps youth from being successful in Tech. The coding is not the hard part. We give them a new perspective on why they should be involved in Tech.” — Zakiya, Chief Education Officer


Why it Works

Jose’s Story of Connection and Purpose

In his first moments attending our Boot Camp, Jose appeared nervous and timid, and we were a little worried that he might not make it through a program that required working with a team and with clients. But both the staff and the other young people in the program embraced Jose, and he opened up. Soon, he was meeting real clients and building some beautiful websites for small business owners and feeling proud to see his work used by adults in his community.

His team liked the work so much, they started asking for more training, and stayed during lunch and after hours to attend these optional workshops. Jose was hooked.

After program graduation, he and his friends kept coming back to work on websites, mentoring new youth during weekend workshops. The youth identified that they wanted to learn about games. Damon put together additional lesson plans, taught it and together they decided that they would build a prototype video game to submit it to a competition that it popped up on the YesWeCode network. They designed a video game about young people dealing with loss and grief. Their submission won a top spot out of 500 entries, and Jose went to Washington, DC to receive an award and present their game to a panel of US Senators at a congressional hearing. Since then, Jose has spoken to tech and education leaders from his school district about what youth need to succeed in STEM education. This spring, he and eight other Boot Camp graduates will be entering the Youth Impact Hub Business Entrepreneurial Program that Hack the Hood introduced them to in order to launch their own small media enterprise.

Jose’s whole demeanor has changed since we met him. He has a sense of confidence and determination that can only come from support, community, and accomplishment.

“I am a rising junior at Life Academy High School. My interests are video games, art, and biotech.”

— Jose, 2013 Boot Camp and 2014 Award Winner


“We meet them where they are. We want them to play to their strengths, to see that there is no one set path to Tech.” — Damon, Hack the Hood Program Manager

Why it Works

“I never had goals before. They helped me plan my future. I am going to learn coding on my own, go to college, and get a job in Tech.” — Muhammad, 2014 Boot Camp


Personas to Illustrate Disconnected YouthThe human-centered design process begins with a deep understanding of what motivates people in order to design the best products and services for them.

Personas are tools to help designers, and in this case, video creators, keep the target users in mind during development. These personas are based on the young people we met and we hope they help keep the youth at the center of all decisions.

DESIGN PERSONAS:UNDERSTANDINGDISCONNECTED YOUTH

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Designing For

Persona 1: Christopher He has the time and ability to learn, but doesn’t trust the outcome.

Personal StrengthsChristopher taught himself Dreamweaver and often dabbles in new skills, learning from the internet, when he needs them for class.

He has a lot of creative ideas and hopes to be a business owner someday.

Family SituationOlder siblings work at a print shop.

He picks up work there when it is available.

His parents don’t offer any guidance when it comes to school or work.

Stumbling BlocksChristopher does not see how

his strengths and skills can be translated into a career. His hope for the future is that he can get a job as a janitor in a nice environment like UC Berkeley.

Unfortunately the structures of different high schools kept him from being successful at school. The bus schedules kept him from being on time for school, so he failed out and then chose a school that was closer to his home.

He does not see the value of a college education. When he considers taking classes, he imagines piecing together the skills that will help him become an inventor, “I’ll take a few mechanics classes, a few business classes, some programming.”

Attitudes Toward SchoolHe enjoyed a lot of the tech

classes at school. For one summer project he learned how to make and edit video. But he has never seen it as something that could lead to a job or career.

Now that he has graduated, he misses the accountability of school, “Someone was always there to ask how you are doing and what you are up to. Now that I’m on my own, no one asks.”

Academically he did fine, but it was tough for him to stay in school. He dropped out of his first high school because he was being bullied. He then joined a charter school, but it was difficult to get to by bus. They told him he had failed the semester after too many tardies.

“I’d like to see a checklist. With the things I need to do to get a certain job. The classes I should take.”

After dropping out for the rest of the semester, he found an alternative school that could fit his schedule. It wasn’t very engaging, but he liked the people, though everyone was on different time tables. He managed to get himself through school and graduate, but it took until he was 20 years old.

What the Videos Can Do to HelpChristopher needs to see that people

like him have a place in Tech. He lacks exposure to the diversity of people, roles and environments of the Tech industry.

In order to motivate Christopher to take steps toward Tech, give him a sense of what the work is like, show him that he has the aptitude for it, and demonstrate that professional Tech work can be a fulfilling career.

He lacks mentors who can help him progress. He wanted a checklist to help him understand the steps and directions to take in order to get into Tech.


Designing For

Persona 2: Alia Has the motivation to get into Tech, but responsibilities pull her away.

Personal StrengthsAlia manages to keep a positive attitude, “I want to set a good example for my daughter. She makes me do better than I would if I was just on my own.”

She has a dream of someday starting an organization to help people like her have access to Technology, “Public speaking will help me in my future with my non-profit.“

Family SituationShe is a new mother of a baby girl,

with little help from family or the birth father.

She left her foster home and currently lives with a past mentor. She hopes to win a place in affordable housing so she can live on her own with her daughter.

Stumbling BlocksBeing a single mother, without

help from her family, makes it difficult for her to attend and complete training programs.

The pressing need to earn money now can prevent her from investing in training and school, even though she knows it is important for her future.

She has very little free time to learn new skills.

What the Videos Can Do to HelpVideos can offer Alia a deeper

understanding of how the Tech industry works, so that when she has a job interview she will appear knowledgeable and ready to get started.

Videos about the different jobs in tech, and the skills that are needed to succeed, can help Alia plan her path forward.

Videos that showcase skills that Alia can apply immediately will help her succeed in jobs that give her a chance to earn money and learn on the job.

Video could be a way for Alia to stay connected to the friends and support she had during the Boot Camp. She thrived on the social aspects of the program, make sure she can continue to tap into this support.

Attitudes Toward SchoolShe is eager to learn, and proud

that she managed to graduate with a high school degree while pregnant.

She takes on new opportunities to learn, as long as she can get to the program, that means securing childcare and income.

She enjoys connecting with the people around her, “I thought Hack the Hood would be boring, but the people make it good.”

How Hack the Hood HelpedAlia was connected to a mentor,

Randy, who was also young when he became a parent. Randy could empathize and offer practical advice for being a working parent.

Her mentor and the others in the program could help Alia see that starting out with entry-level jobs in Tech can be a stepping stone to a flourishing career.

“The first thing I did when I got into the program was to look for childcare for my daughter.”


Designing For

Persona 3: Malik He loves Tech, but needs social support to keep going.

Personal StrengthsMalik enjoyed the Hack the Hood program very much and wants to do more. He learned coding basics quickly and enjoys the challenge of complex websites. He would participate year round if he could.

Family SituationHis parents are supportive and

directed him toward a great high school, but they know very little about technology.

Stumbling BlocksOutside of Hack the Hood, he has

had very little exposure to the types of careers and work done in the Tech industry.

As a sophomore in high school, he thought he was too far behind already. “I though it was too late for me to get into Tech.” He is intimidated by the students who have been writing code since they were 13,

He wants to learn more about programming, but he isn’t able to motivate himself to learn on his own. He needs a structured program to keep him focused.

“I didn’t think Tech was something I’d be able to do, I didn’t think I’d have the skills.”

How Hack the Hood HelpedThis program helped him plan a path

toward a career in Tech. “I have a goal, a plan and a path forward. I know what I am going to do now.”

He was able to see that he can build the skills needed for coding and now understands the jobs available to him in the Tech industry.

What the Videos Can Do to HelpVideos that show him the skills and

culture of the tech industry will help to make up for his lack of exposure at school and at home.

Videos that describe the tech industry will also help Malik share with his family what he is working toward.

Videos that demonstrate the soft skills of working in Tech will help him prepare for job interviews and conversations with role models.

Attitudes Toward SchoolMalik travels one and a half hours

each way, to and from school by public transit, to attend a strong charter high school.

He enjoys school and has a librarian who he talks to about the future, and finding a job he enjoys. But his school hasn’t been able to show him his path to a career, he was directionless before attending Hack the Hood.

The school doesn’t offer any computer programming classes or opportunities, that he knows of. He has asked Hack the Hood to offer classes year round so he can learn more coding.


Designing For

Personal StrengthsAngela likes to learn about people. When she studies history, she looks up videos of public figures to bring lessons to life. If she can find a fruitful path in applying Psychology, she will be happy to work towards a degree.

Family SituationFamily responsibilities pull at her

strongly. “My dad had to quit his job so he could stay and take care of grandma. That frustrated him. That made it hard to come here.” “If I program is boring I will quit it because I’d rather be home with my grandma.”

She admires her mother’s hard work. She does not talk to her father, even though they live in the same home.

Stumbling BlocksShe lacks the right support from

school or family to make college feel like an option.

She only has word of mouth to give her a sense of the professional careers available. “I want to be a psychologist, but people are telling me they aren’t successful.”

The pressures from home weigh heavy on her choices. If she feels like a program isn’t going to be worth it, she tends to quit it in order to stay home and help out.

Angela, Persona 4She doesn’t like coding, show her how to succeed in other aspects of Tech.

How Hack the Hood HelpedHack the Hood is one of the first

programs that she has completed. The social support helped her see that it was worth it for her to stay, “I tend to quit stuff, so I wanted to do this and I even did an extra week.”

She heard that writing is a good career to have in Tech, and she is interested in pursuing that.

The visit to Google was important to give her a sense that she can belong in a big Tech company, “We went to Google, and I’ve never been to a place like that. There were even people that looked like me.”

What the Videos Can Do to Help

Videos can offer Angela a sense of the different jobs and skills involved in tech, so she can see a long term vision and get started on her college education.

Videos that inspire people of color to get involved in the Tech industry will keep Angela motivated to pursue a career with purpose.

Attitudes Toward SchoolShe switched high schools to

leave a school that was too large and impersonal. Once in the smaller school, she enjoyed the accountability. Having someone check on her every day helped her stay in school.

She took a few college classes at Laney College while in high school. She really enjoyed Psychology, but is concerned that people say you can’t make any money with that degree.

She has graduated from high school but hasn’t applied to college. She doesn’t know how the process works.

“I tend to quit stuff, so I wanted to finish this, and I did an extra week!”


Design Principles Describe Successful SolutionsAfter learning about the strengths and challenges of Hack the Hood, and reaching out to other successful programs in the community, we identified patterns to describe the principles for bringing video into the classroom in the best way for disconnected youth.

DESIGN PRINCIPLES: CONNECTING YOUTH TO WORK

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Design Principle 1:

For disconnected youth, video doesn’t work as a homework assignment. Other priorities will take over outside the classroom.

The current approach of the Flipped Classroom concept is to free up time in the classroom for one-on-one instruction with teachers. However, for students from low-income families, responsibilities can be very demanding at home. Students who need to take care of others cannot be expected to watch videos for homework.

The strength of video for disconnected youth, however, is that video can teach lessons in a more flexible time frame than a classroom. For unstable youth, having video lessons available for the days that they miss will keep them from falling behind. But video cannot replace the power of in-person connection.

Describing Successful Solutions

“At home I have to take care of my grandma and nephew. Attending this program was stressful for my family, but I had to prioritize myself this time.”

— Astrid, 2014 Boot Camp



Design Principle 2:

Build personal connection first. Videos should be introduced after instructors have a strong foundation with students.

From our research, the personal connection needs to be built first, to overcome many of the psychological obstacles that students face which block them from seeing a positive future for work. Instructors need to win them over by connecting with them, before video can play a role. The strength of the people at Hack the Hood is much more motivating than the technical skills. Youth are more likely to pursue video once they understand the purpose and trust the program.

From the published research, video lessons can frustrate students:

- Students miss the ability to ask questions of the instructor during the lesson.

- Students learn through discussion with peers.

- Students learn better through video and frequent quizzes, but better learning may not be as important as belonging.

“In the first weeks they won’t do anything extra. But after they get hooked, that’s when they’ll seek it on their own.” — Damon, Hack the Hood Program Manager


Design Principle 3:

Develop lessons and video together. Integrate videos into classroom curriculum and direct students to them as a clear extension of the program objectives.

Disconnected youth may not have the habits to seek out educational videos on their own. They should be directed toward it. Each video should be developed within a moment of the curriculum, with an explicit attention to:

- How instructors set up and frame the video lesson- The purpose for youth to engage with it- The skills the video demonstrates- Discussion outlines for post-viewing- Ideas for how to dig deeper into the content


“Now that we have all of the lessons collected in our Weebly site, we can give youth a chance to dig deeper with video recommendations.” — Mary, Chief Operating Officer



Design Principle 4:

Establish a consistent, structured format so that the video library can grow easily with multiple creators.

In order to keep the content relevant and extendable to other locations, it is important that a set of video guidelines are created early on. This will allow partner locations and other people to add to the collection.

“We have such a powerful pool of people across the country who want to get involved, if we know what to ask, they will help.” — Mary, Chief Operating Officer


Design Principle 5:

Demonstrate the trajectory of learning throughout the program. Disconnected youth need to be shown the outcome before they commit time.

In situations where there has been much hardship, youth have heard many stories of failure. They may have a distrust of formal education or training programs that take time and money but do not result in a better outcome. Be sure to explicitly call out the next steps and the potential future states that can result from the curriculum.

Once they have begun the program, continue to reflect on the learning that is happening. It is difficult for all youth to notice their progress. Find ways to help them see the journey they are on: what they have accomplished and where they are going.


“I would like to see a checklist with each video. Show me what I need to do to get a certain job, so I can make sure I am doing the right things.” — Kevin, Oakland Youth


Design Principle 6:

Feature culturally relevant role models and frank conversations to help youth see themselves in the lessons.

To help Tech feel accessible, these videos should be created with the language of the youth’s local community and cultural identity in mind. The videos should feel approachable and meaningful.


“Part of the strength of our program is that Max and Damon stand up in front of those kids as young men of color who are doing great things in Oakland.”

— Zakiya, Chief Education Officer


Design Principle 7:

Demonstrate the culture of work. Help youth develop the strength and independence to get there. Teaching soft skills is as important as the technology.

Barriers to entry for youth living in disconnected communities goes beyond knowing the technical skills. The inter-personal behaviors that help them to get by in their neighborhood may not serve them well at work. Additionally, the instability that often comes with poverty can pull youth away from a regular work schedule. Rigid workplace policies often do not flex for varied needs. Helping youth understand the different expectations of employers and helping them to work toward available coping mechanisms is important to successful work opportunities.

Very early on, the knowledge gap for low-income youth prevents them from considering Tech as a career path. When they begin to approach it, the unspoken rules of the workplace can be discouraging. Teaching professionalism can help youth feel confident in any career path they take.


“My boss told me how UC Berkeley posts all their jobs on a website. Then she helped me when I couldn’t put my resume up there. I didn’t know to copy and paste the text.” — Kevin, Oakland Youth


Design Principle 8:

Showcase a diversity of jobs, ethnicity and gender. Show that the Tech industry can be accessible.

Showcase a diversity of people throughout the videos. Purposefully seek to balance the types of people, jobs and skills that are demonstrated.


“As a woman in Tech, I know how hard it is to find role models. Part of the reason I created this program is to show that everyone has a place in Tech.” — Susan, Executive Director



Design Principle 9:

Widen the definition of Tech beyond coding and devices. Tech is a way of shaping our daily lives. And youth of color have an important perspective to bring to that.

The purpose-driven attitude of Hack the Hood should be reflected in the way Tech is discussed in the videos. Working from the idea that technology is a “re-conceptualization of culture” (Manovich, Lev - Five Principles of New Media) it is important that youth understand the valuable contribution they can make to tech ecosystem as youth of color.

“Youth of color use tech the most. Hip-hop has been innovating on every platform. We want them to see that Tech is an opportunity to contribute.” — Zakiya , Chief Education Officer


Design Principles for Successful Video-Supported Programs to Connect Youth to Work

1. Video doesn’t work as a homework assignment.

2. Build personal connection first.

3. Develop lessons and video together.

4. Establish a consistent, structured format.

5. Demonstrate the trajectory of learning throughout the program.

6. Feature culturally relevant role models and frank conversations.

7. Demonstrate the culture of work.

8. Showcase a diversity of jobs, ethnicity and gender.

9. Widen the definition of Tech beyond coding and devices.


Other Barriers to Beginning a Professional Training ProgramWe have focused this report on the elements that make successful video lessons for youth who enroll in work programs. However, for many disconnected youth there are very tangible barriers that prevent them from considering or making it to any type of job training program in the first place:

1. The perception of what it takes to work in Tech is out of sync with reality. Media focuses on Stanford and MIT graduates, which feels unattainable. Tech training programs need to convince youth that there are entry-level opportunities in Tech.

2. Navigating the mass of educational content on the internet is difficult and risky. They do not know how to choose the most reliable, or best. Programs that help youth find the trustworthy content can set them on a strong path even before they enter a classroom.

3. Taking time for education is often not practical or possible. Spending money on education is too much of a risk in a family that is struggling every day. Investment in education is unclear. There is a strong perception that online education is a scam, and a general mistrust of all education programs. They are often surrounded by stories of failure to succeed, after investing time and money in school.

4. Schools are not demonstrating alternate work pathways, especially for Tech jobs. The youth we met were unclear on what to do upon graduating high school.

5. While most youth have smart phones, there is a lack of reliable, high speed computers at home. Lessons can only teach so much on a phone before youth need to be hands-on to work on projects on a computer.

6. It can be intimidating to show up at an unfamiliar program to be challenged in new ways. Especially for youth who are struggling. Programs that connect to known places and trusted people will be most successful.


Using Video to Enhance the Learning Experience for Disconnected Youth

1. Mentor Matrix:

Reveal the Tech Ecosystem

2. Spark a Paradigm Shift

3. Demonstrate Soft Skills

4. Capture Individual Stories:

During and After the Program

5. Recruit Disconnected Youth

OPPORTUNITIES: BRIDGING THE DIGITAL DIVIDE

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Mentor Matrix: Reveal the

Tech Ecosystem

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“I don’t really like to code. But I love to write. I helped my co-workers with the writing and the social networking on their websites. — Astrid, Summer 2014 Boot Camp

Introduce youth to mentors and experts in the Hack the Hood community through short video segments. Youth can see a wide variety of inspirational professionals with diverse backgrounds.

Benefits of the Mentor Matrix • Show youth the range of jobs and career paths in Tech, and

dive deeper into the aspects that are most interesting to them.

• Demonstrate that people of color exist in many different roles in different companies. Show that many successful people in Tech come from places similar to our youth.

• Videos give youth a preview of the people and places they are visiting, (Facebook, Adobe, etc.)

• Youth could choose their own mentor(s) based on the videos, empowering them to make a personal choice.

• Many more industry experts can be included in the Hack the Hood family.

• Graduated youth could access the videos after the program ends, to remember, be re-inspired, and to dive more deeply as their knowledge evolves, providing career and professional development growth beyond the 6 weeks of the program.


Mentor Matrix: A Dynamic Video Library A catalog of interviews with inspiring people of color in Tech (mentors and experts). Here, youth can learn about a variety of jobs or discover potential mentors.

• Videos with inspiring professionals (mainly people of color).

• Videos are searchable by person (with many aspects of their lives) or by professional role (programmer, writer, designer).

• Accessible on a flexible platform for finding and viewing the videos.

• A strategy for connecting youth to potential mentors for in-person, ongoing conversations.

• A curriculum that integrates the videos into daily discussion and learning.

• Delineates clear roles of community volunteers, mentors (local and available) and experts (global and inspiring).

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“I learned about user experience. I want to be a designer now. My mentor is a graphic designer.” — TJ, Summer 2014 Boot Camp

Videos and ActivitiesConcise video segments:

• Multiple ways of sorting and selecting (by diving into the person, or the professional role)

• Local mentors are tagged and feel accessible

• When possible, youth interview tech leaders (+small business owners) to keep the conversation real. Could youth record and edit videos?

Activities for interviewees

• Show “a day in your life,” including daily inspiration

• Show your company’s culture/workplace, include shots of people at work

• Tell a story about your path to success, what and who helped along the way? A story of how a weakness became a strength for you.

• Skills that you apply at work. Introduce a colleague that you work with and their unique skills.

• Describe your unique perspective on Tech as a paradigm shift.

• Discuss the role of race/ethnicity/gender/diversity in your career path and your current work.

• How do you “hack” survival/resistance in the field of Tech?

• In what ways are communities of color already innovating?


How it might look

Every tech company needs a Roles in tech

Every tech company needs an

Jill Apple

Malik Adobe

Aisha Facebook

KevonGoogle

Juaquin Pinterest

JessPandora

Writer

Event Planner

Managin

Available mentor Randy

Growing up in OaklandStart in techA day in the life at Ado

Managin children

“Being a young father forced me to take life seriously”

Each mentor could provide a series of short videos

There would be a range of mentors with a range of skills and backgrounds

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Cautions• Creation and curation of the videos will only be the first step.

This concept will require a strong platform for uploading, tagging, searching and accessing the videos. The platform may need to be built specifically for this purpose.

• Build in time during the program to connect with mentors. If mentor interactions are left to the youth’s schedule, they may get pushed to the back burner and youth might end up learning less about the Tech ecosystem.

• Give feedback to the Mentors about their viewership. Mentors may not feel as satisfied if they cannot see the impact they have on the youth.

• These videos should not replace the current relationships with mentors but there is a risk. Be sure there are clear and direct ways to contact the mentors after viewing.

• The in-person Mentor relationship could become less important if youth rely only on the video. Facilitators should connect youth to mentors and set up a regular schedule of communication (in-person, Skype, Google Hangout).

• On-board mentor to be most impactful for youth. Prompt them with potential activities for their meetings. (Setting Goals, Career Planning, Career Exposure, Inspiration).

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Spark a Paradigm Shift

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“We give them a new perspective on why they should be involved in Tech.” — Zakiya, Chief Education Officer

A dynamic video that would encapsulate the passion and mission of Hack the Hood to bring youth of color into Tech with an inspired sense of what they can do.

Benefits of the Paradigm Shift Videos • Bring Hack the Hood to the forefront of the conversation about

Tech and POC. Create a Tech manifesto, a movement based on Tech as a catalyst for community. Show youth and external audiences that Hack the Hood is much more than coding.

• Inspire and recruit new Hack the Hood youth. Show youth why being part of Tech is so life changing. And when they are in the program, remind them of their bigger purpose.

• Engage with youth culture to discuss larger ideas around Tech in a relevant way.

• Preserve and spread the magic of Hack the Hood. Capture the message on video so that it can be a consistent motivator in every extended classroom.

• Demonstrate the feel of respect, dialogue and inspiration in the classroom in order to train the trainers.


A Call to Action to Get InvolvedInspirational videos, aimed at young people of color, to unpack the purpose of getting involved in Tech

Breakdown tech industry basics, and the meaning of the movement for urban communities (modeled after “Story of Stuff & Changing Education Paradigms)

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“The most interesting part was finding out how not diverse Tech was, especially since we make the hype.”

— Arletha, Summer 2014 Boot Camp

Structuring the VideosVideo 1. Technology as a catalyst of change Tech is the next big paradigm shift, it has and will change everything. It’s not about gadgets, it’s about a level playing field, effecting communication leading to new inventions. It’s happening in big business and it’s happening in communities. Now is the time for POC to get involved in Tech, and for Tech to shift. Get involved so you have a voice and can make change. Exploring cultural history and how that connects w/ technology. Tech is creativity and communication. It is more than coding. It’s bigger than you thought.

Video 2. Urban is Tech POC is Tech. Oakland is a creative community of Tech makers outside the mainstream. POC tech inclusion/participation as inherently disruptive. Show the ways that communities of color are already innovating.

Video 3. Youth is TechYouth are already shaping Tech. You use more Tech than you realize. You are an expert in what is happening, culturally. Tech wants your voice. Youth have a distinct voice. You are already part of it, make something with it.

Video 4. Hack the Hood is making it happen Hack the Hood is proving to youth that they have a future in Tech. Youth have already been changed. They have a better future, a path forward. They are part of a community of POC in Tech and Tech needs to engage them.


Key Points:

“People of color are overrepresented as tastemakers and end-users of Tech, shaping the content, using it in ground breaking ways. Yet we are highly UNDER-represented in the workplace.”

“New technologies change the course of industry and change the way of life. The printing press spread knowledge beyond the church’s walls... Twitter, Vine, Instagram are doing that now.”

“Tech levels the playing field for creators. It’s not longer about convincing a record label to listen to your music. You can deliver it to your audience directly. The only limitation now is how creative you can be...”

“If you think your role in Tech needs to be writing code behind a computer screen, think again. Artists, designers, brand developers, sales people, project managers, builders, testers—all have a place in shaping the next big thing. Google employee: ‘Heck, my job didn’t even exist three years ago! Who knows what’s next?’”

How it might look

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Cautions• These videos will require high production and take time to

produce well.

• Presenting this information may not be as powerful as allowing students to “construct” it in the classroom. Needs tight integration with the curriculum in order to assure they internalize the message.

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Demonstrate the Soft Skills

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“One of our colleagues was really good at talking to clients on the phone, so we’d all watch her do it and then try to do it like she did.”

— TJ, 2014 Boot Camp

Demonstrate soft skills in action, such as talking with clients. Show and discuss the elements of workplace behavior.

Benefits of Soft Skills Videos • Bridging the knowledge gap for low income youth is essential to

helping them succeed at work.

• Give youth a preview into professional settings. Use videos to prompt conversations.

• Instead of describing an aspect like “professional attire,” video allows instructors to show it and discuss.

• Capturing youth on video, demonstrating professional skills they have learned will be affirming for the youth and the organization.

• Help youth catch up on lessons when they have to miss a day due to difficulties at home.


Demonstrate: Professional Empowerment A video library of professional scenarios give youth a way to understand soft skills which are hard to describe without example.

Encourage youth to communicate their newly developed expertise to others by making video tutorials. This will also help to make the videos more relevant to fellow youth.

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“My boss at the print shop showed me how to copy and paste my resume to a site. I didn’t know how they wanted my information.” — Kevin, Oakland Youth

Structuring the Videos1. Demonstration of calling a client and working with

feedback, etc.

2. Preparing to visit a Tech company

3. Demonstration of code switching vs finding your own voice at work.

4. Building a resume

5. Building a LinkedIn profile

6. Links to quizzes to find your strengths

7. Small business case study videos. Videos of clients discussing the impact of the website on their business.

8. Breakdowns of how professionals perceive youth habits.

9. Exposure to different Tech company environments.

10. Paths to work: applying to college, navigating job boards, networking with people you know.


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Points to Consider• Videos would be a prompt for discussion, not simply a model

to mimic. Help students interpret professionalism in Tech for themselves.

• The “each one teach one” model in the classroom helped youth feel more connected to each other and was confidence-building for participants. Turning to video instead may change the connectedness the cohort felt.

How it might look

Brown Couch Cafe owner serving some customers at the shop.

Phone Rings and she puts down coffee to answer.

Hello, this is Astrid. I’m calling to start the design process on your website with Hack the Hood. Is now a good time to talk?”

Astrid: “I understand. I can give you a call back in 30 minutes. Would that be alright?”

Owner: “Yes, thanks, that would be after the lunch rush. I’ll make time to talk to you then.”

Owner: “Hold on, let me step into my office. Actually, I have some customers now, can I call you back later?”

Talking With Clients - Video Storyboard

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Capture Individual

Stories

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“What they are looking for is an authentic connection. We give them an opportunity to tell stories of their own community.”

— Galen, United Roots

Keep the momentum alive with a platform that connects, celebrates and continues to involve the youth as they grow.

Benefits of Soft Skills Videos • Show off the amazing things Hack the Hood youth accomplish.

Give them a place to celebrate victories (like the video game award) and connect to other movements (like Youth Hub).

• Chronicle youth as they launch their professional careers. Show the diversity of paths to success.

• Connect youth from one cohort to another, across years and across location. Encourage long-term connections to each other through events (competitions, guest speakers, etc.)

• Show progress over time. Have the youth create videos of themselves on day 1 and at key milestones (i.e. weekly) to demonstrate the potential for improvement.

• Recording their thoughts and sharing ideas will help to form and solidify identify as someone interested in Tech.

• Use video stories as a tool to reach out to disconnected youth. Show how the work is fun, you get paid, and leads to an exciting future.


Individual Stories of Growth Build a platform connects youth to one another, but also to Hack the Hood and to local communities.

• Support interactions between the youth who have graduated from a Hack the Hood program and the others who are creating inspired Tech in their communities.

• Encourage quick video postings where people describe what they are working on/working toward/working for.

• Foster sub-groups of people with common interests, such as video games, helping local businesses, creating art, etc.

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“You need to connected all of the resources you can to support these youth in all aspects of their lives.” — Kathy, Lao Family

Development

• Decide whether to build your own or use a current platform like Twitter, Google Circles, or Reddit.

• Establish a habit by filming short videos during Hack the Hood sessions. Tag them with different interests, skills, locations, etc. to connect them to other videos.

• Capture youth at milestones: first day of college, internships, competitions, etc.

• Fuel the community side by seeking videos from admired Tech activists around the communities where Hack the Hood extends. Mentors, funders, facilitators, artists, entertainers, etc.

• Establish roles within Hack the Hood to keep the community going. E.g. Zakiya to ask thoughtful questions and encourage responses from a variety of people. Susan to bring new people in and connect youth to the broader community.

• Inspiring tech professionals post links to articles, comments on videos and draw attention to community projects.

• Youth could share resources, post up things that interested them, celebrate each other, as well as learn how to use social media in a professional way.


Favianna Damon P

Zakiya H Max G

Favianna shares a video of Arletha’s progress at Hack the Hood

Hub Oakland celebrates the graduation and asks what the youth’s plans are in the Fall

Max shares an exciting project he’s been working on at Wine and Bowties

Damon shares Mohammed’s video on the steps he’s taken to be a video game designer

How it might look Points to Consider

• Establish the habit of creating videos during the session so that they can continue the momentum seamlessly after the program.

• Identify strong community moderators and youth leaders to contribute content and facilitate discussion.

• Help youth record “local genius” (in tech) in their lives. Prompt them to see what amazing things they are doing themselves.

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Recruit Disconnected

Youth

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“These community members are under a lot of pressure to earn money. It is a big decision to spend time on education rather than working. We try to make that easier.” — Kathy, Lao Family

For disconnected youth, the time and money it takes to commit to an education program is difficult to trust. Sacrificing the short-term needs of self and family takes a high level of confidence in the program and themselves. For programs to capture the most at-risk youth, we need to convince them that this outcome will take them closer to better work.

Benefits of Recruiting Videos • Youth who hesitate to commit to a training program see the

potential of a better career path, one that starts with entry-level work and grows to a fulfilling career that will help their family.

• Youth see the multiple pathways to success at Hack the Hood and in the Tech world.

• Use video to capture and show the progress of youth as they move through the program. Capture the nervousness in the beginning and the confidence as they move along.

• Show off the growing Hack the Hood community so that youth feel like there is a place for them in the program.

• Youth arrive excited and with expectations to succeed before they even go to the first day of Hack the Hood.


Show the Skills and OpportunityA series of videos that show youth why Hack the Hood is worth their time, for the short term compensation and fun, and the long term career potential.

Videos would feature youth who have completed the program describing starting with similar challenges but growing and learning over time.

Hack the Hood can show youth that the time is now to get involved in Tech. There is a path to involvement and a need for their contributions.

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“I had a cousin who did a mechanics training program, he spent all this money on it, and it didn’t get him a better job.”

— Kevin, High School Graduate

Development• Use diary-style video to capture the individual experience of

each student from the very beginning of the program. Use these stories of growth to show how Hack the Hood helps all youth, not just the most capable or confident, find a path to better work.

• Highlight stories of youth you find work, or a next path, after Hack the Hood. Look backwards to describe how they arrived at the skills and strength to pursue a new future.

• Show people of color in companies or as entrepreneurs in their neighborhood.

• Show youth having fun, following their passions, and building a supportive community. Show they have a place at Hack the Hood.

CAUTION

• Don’t oversell the program to potential Hack the Hood youth. Show them real stories of real people, complete with their personal challenges.


TJ tells the story of winning the Video Game Competition, describing how they got started during lunch and worked evening to bring their video game to life.

Samara uses her video diaries share her journey from shy babysitter to getting a job in an office at City hall. The audience looks back with her as she laughs at how quiet she was at the beginning of the program, and on how much she has earned about websites and work.

How it Might Look

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Thank you!

Thank you to all the people who gave their time and wisdom to help craft these insights. Our gratitude to the California Workforce Investment Board for making this work possible.

For more information about Hack the Hood:

HacktheHood.org

Susan Mernit, CEO/Executive Director: [email protected]

Mary Fuller, Chief Operating Officer: [email protected]

Winnow Research Studio:

WinnowResearch.com

Hillary Carey, Owner/Researcher [email protected]

Denise Ho, Principle Design Researcher [email protected]

This report describes the context and opportunities to use video to enhance learning-to-work pathways for disconnected youth at Hack the Hood. It is the synthesis of rich conversations with the inspiring leaders of Hack the Hood and the youth they serve, collected by Winnow Research Studio. It has been funded by the California Workforce Investment Board as part of the Workforce Accelerator Fund.

Winnow Research Studio:Hillary CareyDenise HoLionel Ramazzini

Hack the Hood Collaborators:Damon Packwood Kemi Bello Mary FullerMax Gibson Susan Mernit Zakiya Harris

Community Leaders:Galen Silvestri Kathy Chao Rothberg Reverend Ra Amen Reverend David RobinsonSu Dung

Arletha GraysonAstrid MejiaMuhammad Ubaka-Sampson Terence Ransom Jr.

Documents

New Approaches for Connecting Youth to Work