S.G.O.R.R.
Student Group On Race Relations

 
Why SGORR?

The Student Group On Race Relations (SGORR) is an organization of high school students in the Shaker Heights Schools that promotes good social relations among racially diverse children.

SGORR was initiated in 1983 by a group of concerned students who noticed that often the positive relationships enjoyed by blacks and whites in elementary school did not survive the transition to middle school. The focus was to work with students before the relationships were lost.

Under the guidance of a faculty advisor, the student-led program has done a remarkable job of helping youngsters become aware of the dynamics involved in maintaining healthy relationships. Passed from one graduating class to the next, SGORR has kept race relations-indeed, human relations-on the front burner in Shaker Heights.

"SGORR has a huge impact on race relations. We do many activities that have to do with deferring judgment before you make a stereotype based on how people look. We also deal with being in the minority, and telling the kids that it is okay to not always be in the majority, which is hard for little kids to deal with. Many of the kids become aware that having good race/human relations early in life will help you when you get older, even more than it does now."

Shannon Ashford, SGORR Core
Class of 2005

About 250 high school students present SGORR programs to some 900 fourth- and sixth-grade students annually. Another 50 high school students bring the group's message of tolerance to adult groups in the community through an offshoot, SGORR Outreach. Outreach uses the SGORR curriculum, modified to fit into one workshop session, to stimulate discussion among adults. Additionally, SGORR students have introduced their message and their methods to thousands of high school students in Northeast Ohio through youth gatherings, hosted by the Cleveland City Club, Bellefaire/JCB, and Cuyahoga Community College.

The SGORR Curriculum

SGORR creates an awareness of racial and other prejudices, teaches young students to identify problems caused by peer pressure and introduces a multi-stepped approach to creative problem solving.

On the first of three visits spread throughout the school year, each SGORR group works to build trust within its host classroom- aiming to create an atmosphere in which children can trust that they will not be ridiculed for sharing ideas about sensitive topics. Students also identify and explore the concepts of support, friendship, deferred judgment, prejudice, discrimination and polarization through role-playing, storytelling, group discussion, film, and structured exercises.

"SGORR enables elementary school children to learn beyond their years and have conversations with one another that many adults don't have. It allows them a safe environment to talk with one another and grow closer, to have no inhibitions and to feel free to say whatever they feel."

David Morgenstern, SGORR Core
Class of 2004

On their second visit to the classroom, SGORR students talk about how peer pressure and self-image interact to influence behavior, especially behavior associated with racial discrimination and social polarization.

The creative problem-solving techniques introduced in the third session require collecting information about a perceived problem, brainstorming and prioritizing possible solutions and anticipating roadblocks. These techniques are applied to racial, social and academic issues.

Between SGORR visits, classroom teachers reinforce SGORR concepts using follow-up activities designed by SGORR students.

 
 

How Students Benefit

Experts have noted that high school students can have a powerful impact on younger children. SGORR members are regularly reminded that their charges will listen to what they say and-equally important-watch how the teens interact with one another, especially across genders and races.

Indeed, through SGORR presentations, elementary students in Shaker Heights are provided with the opportunities to examine feelings and values with teenagers who say "It's okay to resist the pressure to follow the crowd."

The fact an increasing number of high school students volunteer to join SGORR-with 150 freshman applying to join in a typical year-is an indication of the impact SGORR had on them when they were younger.

SGORR members benefit from their involvement in many ways, learning how to work with others to prepare classroom presentations, teaching the SGORR curriculum and evaluating their own performance.

For many, leading SGORR is a first experience of public speaking on a serious, relevant topic before peers, youngsters and adults. In doing so, they clarify their own values. And in that process, they build self-confidence, poise, and a spirit of trust and cooperation.

Finally, SGORR students enjoy the satisfaction of being an integral part of something viewed throughout the community as a needed and helpful enterprise.

 

How SGORR Works

SGORR is organized into a leadership board (known as the "core") and teaching teams. Each of the 20 student members of the core leads a team of approximately 13 students. Working in subgroups of six or seven, each team serves two elementary classes with three visits throughout the school year.

SGORR student ponders the conversationA faculty advisor serves as consultant and facilitator, meeting with the core leaders every week to prepare presentations for the elementary school students. The leaders then meet weekly with their teams to discuss concepts, plan their classroom visits and rehearse strategies.

After presentations to the classes, the elementary teachers debrief the teams, providing feedback. The advisor and the core evaluate the presentations and the results and begin preparing for the next session. As a result, SGORR members continually rewrite the curriculum and improve their skills. Consequently, each new group of SGORR members becomes invested in the program, assuming responsibility for results.

 


Spreading the Word

SGORR is nationally-in fact, internationally- recognized as a model for human relations training. It has been replicated in schools from Michigan to Israel, and adopted by adult organizations including National Conference on Community and Justice (which developed a human relations program based on SGORR), the League of Women Voters and the Shaker Heights Parent Teacher Organization. SGORR has been the subject of presentations at various state and national conferences, at the Chautauqua Institution and in articles in The Phi Delta Kappan and other national journals.

With the sponsorship of Bellefaire/JCB, SGORR has facilitated a series of annual youth forums at the City Club of Cleveland, introducing thousands of high school students to its concepts of human relations.

"SGORR puts the issue of race relations on the table, and it doesn't sugar coat it. Many people ignore the fact that race issues are present, but SGORR acknowledges them, and even discusses them."

Christen Claytor, SGORR Core
Class of 2004

 Awards bestowed upon SGORR include the Ohio Governor's Youth Award for Peace and special recognition from the Human Relations Commission of Shaker Heights. It has also been a finalist for the American Jewish Committee's Isaiah Award.



Further Contacts:



Read about the external activities of SGORR
Request Information about SGORR
Read about SGORR in the news
Learn more about the Shaker Heights Community
Learn more about the Shaker Heights City Schools

 

SGORR web pages were originally created by Andrew Molloy, class of 2001