At UpstartED, we believe that changemaking is a powerful vehicle for unleashing a young individual's potential, especially when that change starts from within and moves outwards. Our Changemaker Framework (see below) is at the heart of our learning design processes. By enabling young people to go through the changemaking cycle (i.e. understanding a problem, designing a solution and taking action, and finally reflecting on one's impact), we support them in developing their sense of identity, belonging and agency.
Our Changemaker Framework
We believe changemaking starts from within and moves outwards.
When we launched UpstartED in 2016, we offered programs that introduced young people to the skills and opportunities available at the intersection of entrepreneurship and technology. After years of working with thousands of youth, community members, and the educators who serve them, we have internalized a fundamental truth: we cannot build entrepreneurial, digitally-empowered, workforce-ready and civically engaged individuals without first developing their sense of identity, belonging and agency. This is why we developed our Changemaker Framework.
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Research* supports that a strong sense of identity and belonging contributes to healthier relationships (Allen et al., 2018; Crocetti, Rubini, & Meeus, 2008), greater academic engagement (Gillen-O’Neel and Fuligni, 2013), and enhanced psychological well-being, including reduced anxiety and increased self-esteem (Bogaerts et al., 2023; Crocetti et al., 2015; KaraÅ› et al, 2011). Additionally, these factors are linked to higher levels of civic engagement (Crocetti, Jahromi, & Meeus, 2011) and career readiness (Mameli, Molinari & Passini, 2019). Together, these factors create a vital foundation for a successful transition into adulthood and inspired us to create our (evolving) Changemaker Framework.
*References:
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Allen K.A., Kern M.L., Vella-Brodrick D., Hattie J., & Waters L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30, 1–34.​
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Bogaerts, A., Claes, L., Raymaekers, K., Buelens, T., Bastiaens, T., & Luyckx, K. (2023). Trajectories of adaptive and disturbed identity dimensions in adolescence: Developmental associations with self-esteem, resilience, symptoms of depression, and borderline personality disorder features. Frontiers in Psychiatry, 14, 1125812
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Crocetti, E., Hale, W. W., III, Dimitrova, R., Abubakar, A., Gao, C. H., & Pesigan, I. J. A. (2015). Generalized anxiety symptoms and identity processes in cross-cultural samples of adolescents from the general population. Child & Youth Care Forum, 44, 159–174.
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Crocetti, E., Jahromi, P., & Meeus, W. (2012). Identity and civic engagement in adolescence. Journal of Adolescence, 35(3), 521–532.
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Crocetti, E., Rubini, M., & Meeus, W. (2008). Capturing the dynamics of identity formation in various ethnic groups: Development and validation of a three-dimensional model. Journal of Adolescence, 31(2), 207–222.
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Gillen-O'Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child development, 84(2), 678–692.
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KaraÅ›, D., Cieciuch, J., Negru, O., & Crocetti, E. (2015). Relationships between identity and well-being in Italian, Polish, and Romanian emerging adults. Social Indicators Research, 121, 727–743.
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Mameli, C., Molinari, L., & Passini, S. (2019). Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology, 89(1), 41-56.
How do we define Identity, Belonging and Agency?
Considering the varying definitions and interpretations of Identity, Belonging and Agency across both Western and non-Western worldviews, we have been working with our educators, youth, families, knowledge keepers and elders in order to identify the skills, knowledge and mindsets below. It is important to acknowledge that our own understanding, representation, and measurement of these constructs are constantly evolving. What matters the most to us is that we remain both evidence-informed and community-driven in order to balance "WEIRD" (Western, educated, industrialized, rich and democratic) research with the wisdom and experience of the diverse individuals we serve. This is a neverending process; we expect these definitions to evolve as our learning grows.
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