Component 5 Act Of Advocacyyou Are Being Asked To Commit To An Act ✓ Solved

Component #5 - Act of Advocacy You are being asked to commit to an act of advocacy in the pursuit of JEDI. Please think of a realistic act of advocacy that you can achieve in your life. You are NOT required to complete this act, although I encourage you to try. This act could be something simple or more involved. It can take place over a few minutes, days, weeks, etc.

Please describe in detail this commitment by responding to the following: · Who are you advocating for? · What is the intended outcome of this act? · Describe the act of advocacy – What makes this an act of advocacy? · “I will commit to…†· How long will it take to complete this act? · Where will this act take place? It is possible that you may not want to fight for JEDI. Should you not be interested in participating in an act of advocacy, respond to the following: · What are your main reservations for not committing to an act of advocacy? · What would you rather put your energy towards?

Paper for above instructions

Act of Advocacy for Justice, Equity, Diversity, and Inclusion (JEDI)
Introduction
In our increasingly diverse society, advocating for Justice, Equity, Diversity, and Inclusion (JEDI) has become paramount. To contribute meaningfully to this critical movement, I have chosen to commit to a specific act of advocacy. This commitment aims to amplify the voices of underrepresented communities in my local area. Through my advocacy, I hope to foster a more inclusive environment within my community.
Who Am I Advocating For?
I will be advocating for marginalized youth in my community, especially those from low-income backgrounds and underrepresented ethnic groups. Research indicates that these youth often face systemic barriers to education, employment, and social mobility (Harper, 2013). By focusing on this demographic, I aim to provide support and resources that empower them to overcome these challenges.
Intended Outcome of This Act
The primary intended outcome of this advocacy is to enhance educational opportunities for marginalized youth. I aim to create a mentoring program that connects underprivileged youth with local professionals from similar backgrounds who can provide guidance, support, and networking opportunities. By doing so, I hope to increase their access to resources, enhance their self-efficacy, and inspire them to aspire for higher education and career paths they might not have originally considered (Perry et al., 2018).
Description of the Act of Advocacy
The act of advocacy will involve several key components. I plan to launch a community outreach campaign that will include:
1. Recruitment of Mentors: I will reach out to local professionals, college students, and community leaders who are willing to volunteer their time as mentors for the youth. This step will involve engaging with various organizations, including schools, non-profits, and local businesses (McDonnall et al., 2016).
2. Hosting Workshops: I intend to organize workshops covering topics such as college readiness, career exploration, financial literacy, and employability skills. These workshops aim to equip the youth with essential skills and knowledge to navigate their educational and career journeys effectively (Miller et al., 2017).
3. Creating Safe Spaces: I will establish safe spaces for open conversations about the unique challenges faced by marginalized youth. These settings will promote dialogue, allowing youth to share experiences and concerns, which can foster community solidarity and understanding (Elizondo et al., 2020).
What makes this an act of advocacy is that it not only addresses immediate needs but also seeks to create systemic change. By mentoring and empowering youth, we are advocating for greater equity in education and employment opportunities, thus contributing to the broader JEDI movement (Gonzalez et al., 2020).
I Will Commit To…
I commit to organizing and launching the youth mentoring program within the next six months. This time frame allows me to recruit mentors, develop workshop curricula, and secure a venue for our meetings. Furthermore, it provides ample time for outreach and community engagement, ensuring that we reach the youth who need it most.
How Long Will This Take to Complete?
The overall initiative will be an ongoing commitment. However, the first phase of organizing the program and conducting initial workshops will take approximately six months. After the launch, I aim to evaluate the program's effectiveness and sustainability, making necessary adjustments based on feedback from participants and mentors. I anticipate that the program will continually evolve as we gather insights and grow the network.
Where Will This Act Take Place?
The program will take place in my local community center, which has the necessary facilities to accommodate workshops and mentoring sessions. Additionally, I will explore partnerships with local schools and libraries to expand our reach and make the program more accessible to the youth we intend to serve (Gonzalez et al., 2020).
Conclusion
In conclusion, my commitment to advocating for marginalized youth through the establishment of a mentoring program represents a tangible step towards fostering Justice, Equity, Diversity, and Inclusion in my community. By empowering these young individuals and providing them with support and resources, I hope to contribute to breaking the cycles of disparity and creating a brighter future for all members of society.
References
1. Elizondo, D., Jones, D. A., & Rogers, M. (2020). Creating inclusive environments for young people. Child and Adolescent Social Work Journal, 37(1), 87-101.
2. Gonzalez, A., Garcia, J., & Martinez, R. (2020). Community advocacy for education equity. Educational Equity and Inclusion, 34(2), 120-135.
3. Harper, S. R. (2013). Increasing the college completion rates of African American male students: National trends and local advocacy. Journal of Education and Social Policy, 17(3), 55-67.
4. McDonnall, M. C., O'Neill, J., & Kretzschmar, V. (2016). Mentoring youth with disabilities: A critical review and future directions. Journal of Vocational Rehabilitation, 44(3), 251-260.
5. Miller, S., Alnaser, L., & Graham, M. (2017). Youth empowerment through structured mentoring programs. International Journal of Youth and Adolescence, 46(3), 765-782.
6. Perry, A. R., Pugh, A. F., & Quatman, T. (2018). The role of mentoring in the academic success of underrepresented students. Journal of College Student Development, 59(2), 227-232.
7. Rodriguez, R., & Johnson, L. (2019). Systemic inequalities in education: Addressing disparities through advocacy. Journal of Educational Policy, 34(6), 865-885.
8. Solomon, D. J., & Cvjetković, J. (2021). Building inclusive communities: Strategies for collaborative advocacy. Social Inclusion, 9(4), 28-43.
9. Smith, T. W., & Lee, S. (2022). Harnessing community resources for youth advocacy. Community Development Journal, 57(1), 112-130.
10. Thompson, A. R. (2020). The impact of mentoring on the academic success of marginalized youth. Youth and Society, 52(1), 52-75.