OPENING THE DOORS: U. classes address pregnancy, pluralism

In an effort to improve undergraduate education and support West Philadelphia public schools, two University professors have joined with University City High School to devise classes addressing key issues for teenagers. Sociology Professor Frank Furstenburg's course focuses on how to prevent unwanted and unplanned pregnancy and how to reduce the high level of teenage pregnancy at the school. Approximately 200 students become pregnant at the high school each year, according to Furstenburg. "We are trying to gather figures on the actual occurrences of pregnancy and birth," he said. Director of the Center for Community Partnerships Ira Harkavy said the class' goal is "to advance research and service by working in the public schools." "We want to spur student and faculty involvement by focusing on concrete problems," he added. Anthropology Professor Peggy Reeves Sanday's course, entitled "Cultural Pluralism: Ethnography and Community Service," is designed to help students understand the concept of identity in a multi-cultural society. Eight students from the high school representing African American and Asian backgrounds participate in the class. The University students write various autobiographies with the high school students in teams. "The Penn students mentor the high school students, and the high school students mentor the Penn students in some respects as well," Sanday explained. Pam King, coordinator of the Ford Foundation grant that funds these classes, said the program also has a more tangible goal. "By working with University City High School, we hope to reduce the drop-out rate, the teenage pregnancy rate and improve the overall environment of the school," the sociology graduate student said. Furstenburg said the pregnancy rate is a concern among the teaching staff, as well as many of the students in the high school. "I believe that to prevent pregnancies, one must present opportunities to students," he said. "These opportunities should represent alternative paths of achievement. "We are working on a program that develops more effective school to work and school to school transitions," Furstenburg added. Transitions help students develop a tangible sense of opportunity, he said. The class has been meeting with outside experts and developing plans for school-to-school and school-to-work programs that build on existing projects already in place. "The students have collaborated with sociology graduate students in developing the program," Furstenburg said. "Teachers, administrators and outside experts also contribute to the research." The class consists mostly of senior sociology majors working on their senior theses. "The Ford Foundation and the Zellerbach family fund [which was generated specifically for this class] has allowed us to link undergraduate and graduate training in a productive way," Furstenburg said. "It is very exciting for the undergraduates and very gratifying for the graduate students. "It's the most enjoyable teaching experience I have had with undergraduates in the past 20 years," he added. Sanday's course devotes the first portion of the semester to discussing readings on multi-cultural theory. The students read ethnic autobiographies and write their own ethnic autobiography as well. The second portion of the class involves work on a mini-ethnography of University City High School. The students analyze conflicts, sexism, racism, discrimination and violence that takes place along group lines in the school. "The program represents a potential source of contribution that we can meet as students undertake research projects," Sanday said. The students also do a mini-ethnography of the University, analyzing student groups that compose the University's environment, in addition to how students adhere to group identities. The class shares its findings with University City High School principal and Education Professor James Lytle. "All of these high school students plan to go to college," Sanday said. "They're excited, bright and highly motivated." The class hours are split between the University Museum and the University City High School.