Everyone Counts Learning Community
Partners with organizations within the community to build awareness and understandin

Anderson, Mary Z.

White, Tiffant B.

English

ScholarWorks at WMU

Western Michigan UniversityScholarWorks at WMUDiversity Learning Communities Diversity and Inclusion2018Western Michigan University Everyone CountsLearning CommunityMary Z. AndersonWestern Michigan University, mary.anderson@wmich.eduTiffant B. WhiteWestern Michigan University, tiffany.white@wmich.eduFollow this and additional works at: https://scholarworks.wmich.edu/diversity-postersPart of the Higher Education CommonsThis Poster is brought to you for free and open access by the Diversity andInclusion at ScholarWorks at WMU. It has been accepted for inclusion inDiversity Learning Communities by an authorized administrator ofScholarWorks at WMU. For more information, please contactmaira.bundza@wmich.edu.WMU ScholarWorks CitationAnderson, Mary Z. and White, Tiffant B., "Western Michigan University Everyone Counts Learning Community" (2018). DiversityLearning Communities. 11.https://scholarworks.wmich.edu/diversity-posters/11TEMPLATE DESIGN © 2008www.PosterPresentations.comWestern Michigan University Everyone Counts Learning CommunityPartners with organizations within the community to build awareness and understandingCommunity Partners Schoolcraft Community Schools Westminster Presbyterian Youth Schoolcraft Community SchoolsContact informationGeographic area: Michigan Number PercentTotal Population 9,938,444 100.0%White Population 7,966,053 80.2%Geographic area: Kalamazoo County, Michigan Number PercentTotal Population 238,603 100.0%White Population 201,784 84.6%Geographic area: Schoolcraft Township, Kalamazoo County, MichiganNumber PercentTotal Population 7,260 100.0%White Population 7,039 97.0%Geographic area: Schoolcraft Village, Michigan Number PercentTotal Population 1,587 100.0%White Population 1,525 96.1%“The RACE exhibit explores three themes: the everyday experience of race, the contemporary challenges and common ideas about race, and the history of the idea of race in the United States,” (Race Initiative of Southwest Michigan).Schoolcraft Middle School Mission Statement according to the Student Handbook,  “Schoolcraft Middle School will prepare productive, respectful, problem-solvers for their next educational endeavor. We will accomplish this by delivering a challenging, integrated curriculum in a positive environment by a skilled staff,” (p.1).Collected from The U.S. Census Bureau, Census 2000 data reveals:      (2010 data for Michigan not yet available)Schoolcraft Middle School is a primarily homogenous population. The students and teachers are disadvantaged because during school hours, they have little interaction with people from backgrounds other than their own, both in a socioeconomic and a race/ethnicity capacity. There is no formalized plan to assist in narrowing this experience gap. The diversity program does not become available to students until high school. Awareness and education in diversity needs to be an ongoing experience beginning much younger than high school ages. The students in the middle school have little visible support in recognizing, honoring, and appreciating diversity. Moreover, upon graduating from Schoolcraft Community Schools, these students will enter higher education institutes or the workforce with a weak skill set in interacting with others in the diverse globalized environment they will find upon leaving the small community of Schoolcraft.  Poster ResourcesKalamazoo Community FoundationSchoolcraft Middle School. (n.d.) Retrieved fromhttp://www.schoolcraftschools.org/pdf/middle_handbook.pdfNeed for EducationBrandi, Marena and Betsy :(3 of the 91 sixth grade attendees from Schoolcraft Middle School)To assist in the education of 111 participants (including 91 students, 5 teachers, and 15 chaperones from Schoolcraft Middle School, Tiffany White used her Everyone Counts Learning Community as a resource to build a furthered awareness and understanding to the community. The partnership included WMU, Kalamazoo Community Foundation, Schoolcraft Community Schools, Voices United and community chaperones. Kalamazoo Community Foundation provided a $1,000 Good Neighbor Grant to Schoolcraft Community Schools for buses and drivers, pre and post lesson facilitators, a Voices United facilitated conversation, and copies of teacher resources (Educator’s Guide) for future student lessons.Zarinahl El-Amin Naeem from WMU’s Office of Diversity and Inclusion provided exhibit brochures and posters. One brochure was sent home with each sixth grade student. Posters were hung in the halls of the middle school.An information sheet was sent home with the Schoolcraft sixth grade students to assure parents and guardians had an opportunity to discuss the topic of Race before the students participated in the pre-lesson. The students wrote a pre-writing to learn if perceptions were affected by attending the exhibit and learning from facilitated conversations. The pre-lesson was facilitated by two WMU students trained by the Office of Diversity and Inclusion for this purpose. The students, teachers and chaperones split into two groups at the Kalamazoo Valley Museum. One group attended the Race exhibit on the second floor while the other group attended the photo exhibit on the first floor. The students in the Race exhibit were provided with a sheet of questions that directed them to specific exhibits that would be of particular interest to their age group. The sheet of questions was developed by Kathy Taylor, sixth grade math teacher. The group that attended the photo exhibit  were allowed time to view and consider each photo. Once each student had an opportunity to view the photos, they were asked to stand in front of their favorite photo. Teachers and chaperones circulated throughout the exhibit  to ask the students questions about why the photo exhibit was a favorite. After one hour, the groups switched locations. The students brought their lunches and ate them at the museum. After lunch, the students were provided a post-lesson. It consisted of a facilitated conversation by the same two WMU students who were trained by the Office of Diversity and Inclusion for this purpose. The following week, Demarra Gardner, a Voices United facilitator, came to Schoolcraft Middle School and met with the sixth grade students to provide a facilitated conversation. The purpose of waiting a week was so that the students had time to process what they had seen at the exhibit. The students were also asked to write a post-writing assignment. “The Kalamazoo Community Foundation enhances the quality of life for all in the greater Kalamazoo area through community leadership and the stewardship of permanently endowed funds,” (Kalamazoo Community Foundation).“Some of the most innovative and effective ideas for change emerge from small and informal groups of people within a community. However, these groups may not always be familiar with the methods of obtaining funds to turn ideas into reality. BetterTogether/Kalamazoo reaches out to individuals, as well as to small, grassroots neighborhood groups through its Good Neighbor Grants program to support their efforts on behalf of the community. Good Neighbor Grants place resources for change in the hands of those closest to the issues that need to be addressed,” (Kalamazoo Community Foundation).Having fifteen parents/guardians who took the time to chaperone the visit to Kalamazoo Valley Museum’s Race Exhibit was an invaluable part of the project. Not only did the adults gain knowledge along  with the students as they guided the children through the exhibits, but it also showed the students that this topic is important enough for adults to take time to invest in the students in this regard. The Schoolcraft Middle School newsletter that is sent home to all parents/guardians noted that this event would not have been possible without the parental/guardian involvement and the community support.  There were five teachers who assisted in the project by collaborating in team meetings.  These teachers learned that grant writing and project funding is attainable  for them to enhance learning within their district.  They had never written a grant proposal, and Good Neighbor Grant being a grass-roots effort made this experience simple for them, encouraging future endeavors. There were three parent/guardians who were heavily involved. There were 15 chaperones that saw what a community can do when it pulls together to attain a common goal. Four people who are  affiliated with WMU realized what their efforts within their communities can do to reach others, creating a ripple effect in the community. During the pre-lesson, students were very open about themselves and their parents. They were given ways to respectfully address biases presented by their parents.Lessons learned via community collaborationKalamazoo Valley MuseumThe Photography of Wing Young HuieMr. Clark, 6th grade social studies teacher discussing an exhibit with Betsy and other 6th graders.Group of 6th graders and chaperones viewing the photo exhibitRace Initiative of Southwest Michigan. (n.d.) Retrieved fromhttp://www.raceexhibit.org/Mary Z. AndersonProfessor269-387-5113Kalamazoo Community Foundation. (n.d.) Retrieved from http://www.kalfound.org/resultpage.cfm?urlto=page20726.cfm%3Ft%3D1&oldreturnto=index.cfm&oldreturntoname=Home&criteria=good%20neighbor&pagest=11&pageend=20&maxresults=19&cleancriteria=good%20neigh borTiffany B. WhiteOffice of University Budgets269-387-4278Mary Anderson also had an opportunity to support a group of youth visiting the RACE exhibit during her participation in the Everyone Counts Leaning Community. Mary is a member of Westminster Presbyterian Church where she often helps out with youth activities. When she learned the Youth Group leaders were considering taking the middle school and high school youth to see the RACE exhibit, she volunteered to assist in coordinating this important learning experience. Fifteen middle school and high school youth were accompanied to the Exhibit by 5 adult leaders. Although some of the youth had also visited the exhibit with school, they were interested and engaged in learning. After visiting the exhibit, the youth and their leaders met with Demarra Gardner and 3 youth facilitators from Voices United. Ms Gardner and the youth facilitators helped the Westminster Youth and their leaders talk about their experiences at the exhibit and think more about experiences of race and racism in their own lives. The powerful impact of this experience can be seen in some of the reflections shared by Westminster Youth and their leaders two months after they visited the exhibit:“I remember feeling that there was all this information I didn’t know was out there.”“The discussion with the high school leaders was helpful to discuss the ideas presented in the exhibit. The history of race was presented in a way the younger members were taught/learned things they had not realized happened.”“Memories of distinct exhibits are fuzzy, but I do remember feeling that so many of the civil rights issues happened so recently – as in , since I was born (which was 1963). Also, growing up in Michigan, in a predominantly White, upper middle class neighborhood, I was totally unaware, (oblivious) to such issues. I was also very intrigued by the photos on the wall of people from various ethnic backgrounds.”“When I went through the RACE exhibit, I distinctly remember the wealth distribution part of the exhibit. I was really surprised at how it was distributed, how the White people had the most money and how everyone else a significant less amount. I guess I just didn’t realize how much money some had and some didn’t..”“I thought that the fact that there is still a large income difference between races really surprising. Also I thought the matching picture with voice was interesting, especially our pre-exhibit generalization (stereotype) of the voices belonging to which races.”“Before the race exhibit, I knew that racism was wrong, but I didn’t realize the ultimate foal of anti-discrimination efforts . .. After the RACE exhibit, I shared what I learned about the RACE exhibit with at least  3 of my friends. Before the race exhibit, I didn’t realize how many disparities there were (and still are) because of race. I now realize what RACE is really about.. [I give] thanks for coming to Kalamazoo RACE exhibit. “

Western Michigan University Everyone Counts Learning Community

Western Michigan University 
ScholarWorks at WMU 
Diversity Learning Communities Diversity and Inclusion 
2018 
Western Michigan University Everyone Counts Learning 
Community 
Mary Z. Anderson 
Western Michigan University, mary.anderson@wmich.edu 
Tiffant B. White 
Western Michigan University, tiffany.white@wmich.edu 
Follow this and additional works at: https://scholarworks.wmich.edu/diversity-posters 
 Part of the Higher Education Commons 
WMU ScholarWorks Citation 
Anderson, Mary Z. and White, Tiffant B., "Western Michigan University Everyone Counts Learning 
Community" (2018). Diversity Learning Communities. 11. 
https://scholarworks.wmich.edu/diversity-posters/11 
This Poster is brought to you for free and open access by 
the Diversity and Inclusion at ScholarWorks at WMU. It 
has been accepted for inclusion in Diversity Learning 
Communities by an authorized administrator of 
ScholarWorks at WMU. For more information, please 
contact wmu-scholarworks@wmich.edu. 
TEMPLATE DESIGN © 2008
www.PosterPresentations.com
Western Michigan University 
Everyone Counts Learning Community
Partners with organizations within the community to build awareness and understanding
Community Partners Schoolcraft Community Schools Westminster Presbyterian Youth Schoolcraft Community Schools
Contact information
Geographic area: Michigan Number Percent
Total Population 9,938,444 100.0%
White Population 7,966,053 80.2%
Geographic area: Kalamazoo County, Michigan Number Percent
Total Population 238,603 100.0%
White Population 201,784 84.6%
Geographic area: Schoolcraft Township, 
Kalamazoo County, Michigan
Number Percent
Total Population 7,260 100.0%
White Population 7,039 97.0%
Geographic area: Schoolcraft Village, Michigan Number Percent
Total Population 1,587 100.0%
White Population 1,525 96.1%
“The RACE exhibit explores three themes: the everyday experience of race, the 
contemporary challenges and common ideas about race, and the history of the idea 
of race in the United States,” (Race Initiative of Southwest Michigan).
Schoolcraft Middle School Mission Statement according to the Student Handbook,  
“Schoolcraft Middle School will prepare productive, respectful, problem-solvers for their 
next educational endeavor. We will accomplish this by delivering a challenging, 
integrated curriculum in a positive environment by a skilled staff,” (p.1).
Collected from The U.S. Census Bureau, Census 2000 data reveals:      
(2010 data for Michigan not yet available)
Schoolcraft Middle School is a primarily homogenous population. The students 
and teachers are disadvantaged because during school hours, they have little 
interaction with people from backgrounds other than their own, both in a 
socioeconomic and a race/ethnicity capacity. There is no formalized plan to 
assist in narrowing this experience gap. The diversity program does not become 
available to students until high school. Awareness and education in diversity 
needs to be an ongoing experience beginning much younger than high school 
ages. The students in the middle school have little visible support in 
recognizing, honoring, and appreciating diversity. Moreover, upon graduating 
from Schoolcraft Community Schools, these students will enter higher 
education institutes or the workforce with a weak skill set in interacting with 
others in the diverse globalized environment they will find upon leaving the 
small community of Schoolcraft.  
Poster ResourcesKalamazoo Community Foundation
Schoolcraft Middle School. (n.d.) Retrieved from
http://www.schoolcraftschools.org/pdf/middle_handbook.pdf
Need for Education
Brandi, Marena and Betsy :
(3 of the 91 sixth grade attendees 
from Schoolcraft Middle School)
To assist in the education of 111 participants (including 91 students, 5 teachers, and 15 
chaperones from Schoolcraft Middle School, Tiffany White used her Everyone Counts 
Learning Community as a resource to build a furthered awareness and understanding to 
the community. The partnership included WMU, Kalamazoo Community Foundation, 
Schoolcraft Community Schools, Voices United and community chaperones. 
Kalamazoo Community Foundation provided a $1,000 Good Neighbor Grant to 
Schoolcraft Community Schools for buses and drivers, pre and post lesson facilitators, a 
Voices United facilitated conversation, and copies of teacher resources (Educator’s 
Guide) for future student lessons.
Zarinahl El-Amin Naeem from WMU’s Office of Diversity and Inclusion provided exhibit 
brochures and posters. One brochure was sent home with each sixth grade student. 
Posters were hung in the halls of the middle school.
An information sheet was sent home with the Schoolcraft sixth grade students to assure 
parents and guardians had an opportunity to discuss the topic of Race before the 
students participated in the pre-lesson. The students wrote a pre-writing to learn if 
perceptions were affected by attending the exhibit and learning from facilitated 
conversations. The pre-lesson was facilitated by two WMU students trained by the Office 
of Diversity and Inclusion for this purpose. 
The students, teachers and chaperones split into two groups at the Kalamazoo Valley 
Museum. One group attended the Race exhibit on the second floor while the other group 
attended the photo exhibit on the first floor. The students in the Race exhibit were 
provided with a sheet of questions that directed them to specific exhibits that would be of 
particular interest to their age group. The sheet of questions was developed by Kathy 
Taylor, sixth grade math teacher. The group that attended the photo exhibit  were allowed 
time to view and consider each photo. Once each student had an opportunity to view the 
photos, they were asked to stand in front of their favorite photo. Teachers and 
chaperones circulated throughout the exhibit  to ask the students questions about why 
the photo exhibit was a favorite. After one hour, the groups switched locations. 
The students brought their lunches and ate them at the museum. After lunch, the 
students were provided a post-lesson. It consisted of a facilitated conversation by the 
same two WMU students who were trained by the Office of Diversity and Inclusion for 
this purpose. 
The following week, Demarra Gardner, a Voices United facilitator, came to Schoolcraft 
Middle School and met with the sixth grade students to provide a facilitated conversation. 
The purpose of waiting a week was so that the students had time to process what they 
had seen at the exhibit. The students were also asked to write a post-writing assignment. 
“The Kalamazoo Community Foundation enhances the quality of 
life for all in the greater Kalamazoo area through community 
leadership and the stewardship of permanently endowed funds,” 
(Kalamazoo Community Foundation).
“Some of the most innovative and effective ideas for change emerge 
from small and informal groups of people within a community. 
However, these groups may not always be familiar with the methods 
of obtaining funds to turn ideas into reality. 
BetterTogether/Kalamazoo reaches out to individuals, as well as to 
small, grassroots neighborhood groups through its Good Neighbor 
Grants program to support their efforts on behalf of the community. 
Good Neighbor Grants place resources for change in the hands of 
those closest to the issues that need to be addressed,” (Kalamazoo 
Community Foundation).
Having fifteen parents/guardians who took the time to chaperone the visit to Kalamazoo 
Valley Museum’s Race Exhibit was an invaluable part of the project. Not only did the 
adults gain knowledge along  with the students as they guided the children through the 
exhibits, but it also showed the students that this topic is important enough for adults to 
take time to invest in the students in this regard. 
The Schoolcraft Middle School newsletter that is sent home to all parents/guardians 
noted that this event would not have been possible without the parental/guardian 
involvement and the community support.  There were five teachers who assisted in the 
project by collaborating in team meetings.  These teachers learned that grant writing and 
project funding is attainable  for them to enhance learning within their district.  They had 
never written a grant proposal, and Good Neighbor Grant being a grass-roots effort 
made this experience simple for them, encouraging future endeavors. There were three 
parent/guardians who were heavily involved. There were 15 chaperones that saw what a 
community can do when it pulls together to attain a common goal. Four people who are  
affiliated with WMU realized what their efforts within their communities can do to reach 
others, creating a ripple effect in the community. 
During the pre-lesson, students were very open about themselves and their parents. 
They were given ways to respectfully address biases presented by their parents.
Lessons learned via community collaboration
Kalamazoo Valley Museum
The Photography of Wing Young Huie
Mr. Clark, 6th grade social studies 
teacher discussing an exhibit with 
Betsy and other 6th graders.
Group of 6th graders and chaperones viewing the photo exhibit
Race Initiative of Southwest Michigan. (n.d.) Retrieved from
http://www.raceexhibit.org/
Mary Z. Anderson
Professor
269-387-5113
Kalamazoo Community Foundation. (n.d.) Retrieved from 
http://www.kalfound.org/resultpage.cfm?urlto=page2072
6.cfm%3Ft%3D1&oldreturnto=index.cfm&oldreturntona
me=Home&criteria=good%20neighbor&pagest=11&pag
eend=20&maxresults=19&cleancriteria=good%20neigh bor
Tiffany B. White
Office of University Budgets
269-387-4278
Mary Anderson also had an opportunity to support a group of youth visiting the 
RACE exhibit during her participation in the Everyone Counts Leaning Community. 
Mary is a member of Westminster Presbyterian Church where she often helps out 
with youth activities. When she learned the Youth Group leaders were considering 
taking the middle school and high school youth to see the RACE exhibit, she 
volunteered to assist in coordinating this important learning experience. 
Fifteen middle school and high school youth were accompanied to the Exhibit by 5 
adult leaders. Although some of the youth had also visited the exhibit with school, 
they were interested and engaged in learning. After visiting the exhibit, the youth and 
their leaders met with Demarra Gardner and 3 youth facilitators from Voices United. 
Ms Gardner and the youth facilitators helped the Westminster Youth and their 
leaders talk about their experiences at the exhibit and think more about experiences 
of race and racism in their own lives. 
The powerful impact of this experience can be seen in some of the reflections 
shared by Westminster Youth and their leaders two months after they visited the 
exhibit:
“I remember feeling that there was all this information I didn’t know was out there.”
“The discussion with the high school leaders was helpful to discuss the ideas 
presented in the exhibit. The history of race was presented in a way the younger 
members were taught/learned things they had not realized happened.”
“Memories of distinct exhibits are fuzzy, but I do remember feeling that so many of 
the civil rights issues happened so recently – as in , since I was born (which was 
1963). Also, growing up in Michigan, in a predominantly White, upper middle class 
neighborhood, I was totally unaware, (oblivious) to such issues. I was also very 
intrigued by the photos on the wall of people from various ethnic backgrounds.”
“When I went through the RACE exhibit, I distinctly remember the wealth distribution 
part of the exhibit. I was really surprised at how it was distributed, how the White 
people had the most money and how everyone else a significant less amount. I 
guess I just didn’t realize how much money some had and some didn’t..”
“I thought that the fact that there is still a large income difference between races 
really surprising. Also I thought the matching picture with voice was interesting, 
especially our pre-exhibit generalization (stereotype) of the voices belonging to 
which races.”
“Before the race exhibit, I knew that racism was wrong, but I didn’t realize the 
ultimate foal of anti-discrimination efforts . .. After the RACE exhibit, I shared what I 
learned about the RACE exhibit with at least  3 of my friends. Before the race 
exhibit, I didn’t realize how many disparities there were (and still are) because of 
race. I now realize what RACE is really about.. [I give] thanks for coming to 
Kalamazoo RACE exhibit. “


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Western Michigan University Everyone Counts Learning Community

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