Docstoc

GeneralSessionEffect.. - IFAP

Document Sample
GeneralSessionEffect.. - IFAP Powered By Docstoc
					 Effectively Marketing
College Access to Urban
         Teens
       Ivan Juzang
       MEE Productions Inc
“You’re not talking to me”

 Communicating Effectively in
    Today’s Environment
          Thinking It Through
Question 1: Who is your target audience(s)?
Question 2: What is your core school success
            message?
Question 3: How much money do you have?
Question 4: What delivery channels are you
            using?
Question 5: Who is the best message sender(s)?
     Developmental Framework
• POINT B - Where we want the audience to be (Q - 2 & 3)
   – Defined clear agenda
   – Relative position
   – Deeper conversation (Dialogue)
• POINT A - Where the audience is (Q - 1, 4, 5)
   – Context
   – World View
   – Issues
• POINT 0 - Where the service providers and volunteers are
   – Baggage
   – Myths and misinformation
   – Mindset, funding, terms of relationship
Two Low-Income Urban Teen Audiences

Teens who want/plan to go to college
  – Academically qualified students
  – BUT they do NOT know how they are
    going to pay for it
  – Do NOT know all of their financial aid
    options or FAFSA
  – Key: Teens and parents need 1-on-1 support
    to complete the process
Two Low-Income Urban Teen Audiences

Teens for whom college is NOT on the radar
  – Key: Keep low-income youth from dropping out
         of high school
  – Increase number of students who pursue
    postsecondary training
  – Take advantage of federal student aid
  – Note: Two issues around self-efficacy
     • Can I handle it?
     • Can I afford it?
          Four Pillars
   Developmental Framework
• Basic model of communications
• Oral communications culture –
  environmental context
• Moving an audience from Point A to Point B
• “What to Say” (content) and
  “How to Say It” (delivery)
The Basic Model of Communication


Sender | Message | Channel | Receiver
Credibility       Content   Effectiveness   Targeted


              “It’s NOT Only What You Say,
                   But How You Say It!”
Sender | Message | Channel | Receiver
Oral Communications Culture
 • Oral History - Storytelling (not linear)
 • Highly Interactive - Social Interaction
   – Challenge the sender
 • Argument/Counter-Argument - “Questioning”
   – Sender: Debating position, convincing, defending
   – Receiver: Venting, sharing realities (the why
     behind the behavior)
Sender | Message | Channel | Receiver
Arguments/Concerns                   Counter Arguments
•   I’m getting a job - I don’t need college
•   Didn’t take the right classes - My grades are NOT good enough
•   Too difficult - I can’t handle the pressure
•   Teachers/Counselors didn’t tell me about it
•   I don’t know anything about financial aid
•   Don’t know how - Can’t afford college (too poor)
•   Parents: Don’t want loans (“If you don’t get a scholarship”)
•   FAFSA is too complicated - Too many forms to fill out
Sender | Message | Channel | Receiver
                     Point A (The Urban Context)
                    The Receiver's WORLDVIEW
        (The reality of low-income urban audiences & youth)

• The streets                     • Government (the system)
• Education/public schools        • Mass media
• Economics                       • Family/Community
• Health care and public health   • Mainstream, dominant society
Sender | Message | Channel | Receiver
Traditional Delivery Channels
• TV: 34% of African American youth watch 4 or more hours/day
• Radio: 28% of AA youth listen to 4 or more hours/day
• DVD/VCR: 95% of AA have a VCR or DVD in the household
• Print: 75% of AA youth “like to read”
• Transit: 48% of AA youth take public transportation
• Internet: 91% of AA youth had access to the Internet
• Movie Theater: 62% of AA youth go to the movies 2 or more
  times/month
Sender | Message | Channel | Receiver
How To Say It!! (Advertising vs. Community-Based)
   • High media consumption
   • Peer acceptance
   • Unrealized adult power
  * Adult power trumps peer influence
  * Counselors, some teachers and
    parents/family are KEY influencers
Sender | Message | Channel | Receiver
What to Say!! Promoting Postsecondary Education
• You CAN go to college. You can get financial aid. We can help
• Your future -Your choice (The choices you make today)
• Make tomorrow’s success (your dreams) happen with today’s
  choices
• College can better your life (promote the benefits of education)
• You say you want to get paid. You say you want a better life. Get
  in the game!
• Start by seeing how much money the government will give you
  (FREE)
Sender | Message | Channel | Receiver
 Celebrity – n. – 1. Famous Person; 2. A Highly Visible or Popular
            Person Who Appeals to Others; 3. Renown

 Sender: (Celebrities)                Channel: (for Celebrities) *
 •   Leverage voice and visibility    •   PSAs (TV/Cable/Radio/Print)
 •   Passionate/vested in the topic   •   Press (TV/Radio/Print/Ethnic)
 •   Knowledgeable about issue        •   Policymakers (ALL levels)
 •   Community roots & credibility    •   Grassroots advocacy/forums
 •   Nationally or regionally known   •   Celebrity events (bring peers)
Sender | Message | Channel | Receiver
    How to Say It!
Sender: (Peer-to-Peer)               Sender: (Community-to-Parents)*

•   Identifying the peer leader      •   Keys to the community (parents)
•   Sub-group cultures (leaders)     •   Listen to & involve; Use media
•   Access, language, credibility    •   Empower parents (1-to-3-to-15)
•   Recovered, older peers (A  B)   •   3R’s (Real, Relevant, Respectful)
                                     •   Best interest (high expectations)
•   Arguments/Counter Arguments
 Campaign Messages and Themes
“Youth have the power and choices to change their
  lives”
  – Youth are on their own and must fend for themselves
  – Many know that education is the way out of the
    negative cycle in which they find themselves
  – Youth are unaware of ALL of their choices
  – Work with and talk directly to youth
 Campaign Messages and Themes
“Youth have the power and choices to change their
  lives”
  – Motivate youth to be the catalyst of their own success
  – Empower youth through the campaign messages,
    activities and media

  “It will be important for ALL adults to support and inform
  youth about their choices and tell them they have more
  power than they are aware of.”
Campaign Messages and Themes
There MUST be resources and people in
place who can help
 – Provide and/or direct youth to services, programs
   created and designed for them – Go To Them!!!
 – Support and promote a “one-stop” solution center
   for a wide variety of education issues
 – Parents and youth need 1-on-1, face-to-face
   assistance with completing forms
Campaign Messages and Themes
There MUST be resources and people in
place who can help
– Promote ALL types of financial aid, besides just
  scholarships
– All media and materials should drive teens and
  parents to a user-friendly toll-free number
– Parents and Students need help across the “finish
  line”
Education Messages with Street Life
• Develop messages that create community
  ownership of student achievement and higher
  education
  – You can change the game –
    You can go to college - Get financial aid
• Messages must be real, authentic and
  respectful of the community
  – Go into the community (listen and involve the
    target audience in the process)
  – Create messages, images and symbols that
    ethnic/urban audiences relate to
Education Messages with Street Life
• Use both traditional and non-traditional
  delivery channels
• “By and For” messages will compete
  with other life choices
• Special focus on the highest risk youth
  (many of whom are trendsetters)

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:5/8/2013
language:English
pages:22