We did find a dip in grades 9 and 10 (HS), where reflections were either
missing or their quality was poor. We hypothesize that this may have
something to do with the structure of the CSR program at these grade
levels. As students move to 9th grade, they become part of the HS CSR
structure and have greater choice and flexibility, as well as increased
personal responsibility in choosing CSR projects and meeting the needs
of their club. Clubs are usually led by juniors and seniors and each club
also has a teacher mentor. While the under classmen are invested in CSR,
there needs to be a more robust accountability system in place to ensure
on-going participation and high quality reflection. Recommendations for
this are in the next section.
We also want to highlight the fact that the current HS CSR program is not
designed explicitly around 21st century skills, but in fact around learning
outcomes aligned to CAS. The fact that students are developing these
skills anyway points to the potential that the program has. We
hypothesize that had our lens of analysis been the learning outcomes, we
may have discovered more evidence of meeting those outcomes in 9th
and 10th grade reflections as well.
Multicultural Literacy and Empathy
Another 21stcentury skill we want to discuss is multicultural literacy.
While coding, we struggled with the definition of multicultural literacy -
“the ability to understand, appreciate, and engage with the customs,
Figure 5: Grade Wise Student Reflections Coded for 21st Century Skills