UB Chronicle

The Upward Bound Programs at Morehead State University

November 2024 Volume 4 Issue 3

History of Voting and Why Voting is Important

Taken from nationalgeographic.org

A History of Voting in the United States

Today, most American citizens over the age of 18 are entitled to vote in federal and state elections, but voting was not always a default right for all Americans. The United States Constitution, as originally written, did not define specifically who could or could not vote—but it did establish how the new country would vote.

Article 1 of the Constitution determined that members of the Senate and House of Representatives would both be elected directly by popular vote. The president, however, would be elected not by direct vote, but rather by the Electoral College. The Electoral College assigns a number of representative votes per state, typically based on the state’s population. This indirect election method was seen as a balance between the popular vote and using a state’s representatives in Congress to elect a president.

Because the Constitution did not specifically say who could vote, this question was largely left to the states into the 1800s. In most cases, landowning white men were eligible to vote, while white women, black people, and other disadvantaged groups of the time were excluded from voting (known as disenfranchisement).

While no longer explicitly excluded, voter suppression is a problem in many parts of the country. Some politicians try to win reelection by making it harder for certain populations and demographics to vote. These politicians may use strategies such as reducing polling locations in predominantly African American or Lantinx neighborhoods, or only having polling stations open during business hours, when many disenfranchised populations are working and unable to take time off.

It was not until the 15th Amendment was passed in 1869 that black men were allowed to vote. But even so, many would-be voters faced artificial hurdles like poll taxes, literacy tests, and other measures meant to discourage them from exercising their voting right. This would continue until the 24th Amendment in 1964, which eliminated the poll tax, and the Voting Rights Act of 1965, which ended Jim Crow laws. Women were denied the right to vote until 1920, when the long efforts of the women’s suffrage movement resulted in the 19th Amendment.

With these amendments removing the previous barriers to voting (particularly sex and race), theoretically all American citizens over the age of 21 could vote by the mid 1960s. Later, in 1971, the American voting age was lowered to 18, building on the idea that if a person was old enough to serve their country in the military, they should be allowed to vote.

With these constitutional amendments and legislation like the Voting Rights Act of 1965, the struggle for widespread voting rights evolved from the Founding Fathers’ era to the late 20th century.

Why Your Vote Matters

If you ever think that just one vote in a sea of millions cannot make much of a difference, consider some of the closest elections in U.S. history.

In 2000, Al Gore narrowly lost the Electoral College vote to George W. Bush. The election came down to a recount in Florida, where Bush had won the popular vote by such a small margin that it triggered an automatic recount and a Supreme Court case (Bush v. Gore). In the end, Bush won Florida by 0.009 percent of the votes cast in the state, or 537 votes. Had 600 more pro-Gore voters gone to the polls in Florida that November, there may have been an entirely different president from 2000–2008.

More recently, Donald Trump defeated Hillary Clinton in 2016 by securing a close Electoral College win. Although the election did not come down to a handful of votes in one state, Trump’s votes in the Electoral College decided a tight race. Clinton had won the national popular vote by nearly three million votes, but the concentration of Trump voters in key districts in “swing” states like Wisconsin, Pennsylvania, and Michigan helped seal enough electoral votes to win the presidency.

Your vote may not directly elect the president, but if your vote joins enough others in your voting district or county, your vote undoubtedly matters when it comes to electoral results. Most states have a “winner take all” system where the popular vote winner gets the state’s electoral votes. There are also local and state elections to consider. While presidential or other national elections usually get a significant voter turnout, local elections are typically decided by a much smaller group of voters.

A Portland State University study found that fewer than 15 percent of eligible voters were turning out to vote for mayors, council members, and other local offices. Low turnout means that important local issues are determined by a limited group of voters, making a single vote even more statistically meaningful.

How You Can Make Your Voice Heard

If you are not yet 18, or are not a U.S. citizen, you can still participate in the election process. You may not be able to walk into a voting booth, but there are things you can do to get involved:

Be informed! Read up on political issues (both local and national) and figure out where you stand.
Get out and talk to people. Even if you cannot vote, you can still voice opinions on social media, in your school or local newspaper, or other public forums. You never know who might be listening.
Volunteer. If you support a particular candidate, you can work on their campaign by participating in phone banks, doing door-to-door outreach, writing postcards, or volunteering at campaign headquarters. Your work can help get candidates elected, even if you are not able to vote yourself.

Participating in elections is one of the key freedoms of American life. Many people in countries around the world do not have the same freedom, nor did many Americans in centuries past. No matter what you believe or whom you support, it is important to exercise your rights.

It is important to check your UB email at least 2-3 per week to ensure you don't miss out on any important information, sign-ups, etc. If you need your password reset, please contact your UB Counselor for assistance.

The Goals and Initiatives of Upward Bound

Article written by: Madelynn Gibbins, Diamond Sherman, Abigail Wright

What is Upward Bound?

The textbook definition of Upward Bound is “college access programs designed to help high school students succeed in their precollege performance and ultimately in their higher education pursuits.” The Upward Bound program in our area serves almost 340 students spanning across 18 counties and 20 schools. Most people think Upward Bound is just summer school but it's much more than that; with the impact on that many teens in Kentucky the program has to be next level. The goals of Upward Bound and its faculty and students aim higher than expected.

The Goals of Upward Bound

Upward Bound is meant to help all students in need. They help participants academically, socially, emotionally, and mentally. The main objective is to make sure students improve from the end of the year before and become even better by the next. UB prepares students for college and being away from home. Upward Bound prepares students for life after high school. For example, college readiness, dorm life, and even future careers.

Who Established and Enforces These Goals?

The Upward Bound program is broken into two parts. The school year session is mostly virtual assignments that help improve students' soft skills with school visits twice a month and return trips to the Morehead State University campus once a month. The Summer session is a month-long session where students stay on the Morehead State campus and take classes in preparation for the next school year, college life, and social skills. Upward bound is loved by many Admin, Resident Advisor’s, teachers, and students. The goals of Upward Bound create long lasting skills, relationships, and memories with all involved.

The goals of Upward Bound were established in 1964 as a part of Lyndon B. Johnson’s ‘War on Poverty’. The program is supposed to provide support & assistance to high school students who are of low income or first-generation status in order to be more successful in college. But it is much more than that. A step in enforcing these goals is to “...unify their respective grant regions and align their goals” says third year teacher at UB, Rachelle Thompson. The Upward Bound administrators do this by recruiting students to join Upward bound fresh into High School in order to teach us all the same skills. They budget their program into “objectives” they use objectives to write their grants which are submitted to the government in order to get funding for the program. Ashley Cooper shares this, “grants are competitive and your percentages have to be enough to prove that you are doing what you set out to do.” The objectives of Upward Bound mean a lot to the students in particular “I have become so much more confident this Summer at Upward Bound!” shares first year Upward Bound student, Carli Weston. Collectively, first year students at Upward Bound this year have come out of their shells. Although feeling nervous about being away from home for the first time within a couple of days on campus, students have become comfortable with the taste of college life.

Why Are The Goals of Upward Bound Necessary?

Everyone involved with the program has their own personal goals for themselves, the program, and others. For example, a returning resident advisor of Upward Bound, Gabbi Hill says that her personal goals for the program are to “make the Summers that I am here as enjoyable and beneficial as possible for everyone, but specifically students.” Gabbi is just one example of the positive and safe spaces that Upward Bound hires in benefit of their students. “I want to stop feeling so anxious about growing up, moving away, and college. Slowly Upward Bound has helped me with that.” discloses 2nd year student Madison Barker. The activities set up by Upward Bound help students reach their personal goals that agree with those set up by UB. For instance, ACT prep, being on a schedule, understanding themselves and others, and meeting new people eases students into feeling comfortable with foreign concepts. Students can apply the skills taught by UB in a workplace, home, and school. The UB staff feels the need to help us because of multiple reasons. Ashley Cooper, who has worked for Upward bound for 18 years, says “I work here because the program really works and I believe in it. Our students are amazing and I love the way they care about each other. Both of my degrees are social work and I always knew I wanted to work in a profession where I could help other people.” Ashley also shares the story of a Summer admin, Beth Cockrell. Beth Cockrell was a UB student and she works for us in the summers as her way of giving back. The initiative both of these women and the entire UB administration team has is so inspiring. The Summertime teachers also had something to say. Mrs. Melanie Blair shares this “because I love teaching and seeing students succeed.” Rachelle Thompson has a lot to say about the reason staff wants to help students and it’s absolutely perfect. “ In public schools, the students who have EVERYTHING going for them get all the attention and support they need. Kids whose families have lots of money, kids who make perfect grades, kids with near-perfect home lives, etc. have no trouble getting into college, achieving in college, or paying for college if they truly desire it. However, kids whose families don't have much money or resources, kids who may struggle with certain subjects and, therefore, have less-than-perfect grades, or kids who do not have enough family support or positive role models need the extra boost that Upward Bound provides. Upward Bound helps kids that could easily get "lost" in the system.” In summary, the objectives of UB are necessary to nurture the future of our generation into successful, positive, cooperative people. The employees of Upward Bound make sure of that.

How is UB Affected By These Goals?

The objectives and goals set by UB benefit both students and staff. As part of the staff you get to see the success of the program and the progress of the students. As a student we benefit from the extra support, accountability, and learning that goes on in the program. Upward Bound has impacted a lot of people’s lives. Ashley Cooper says that “It has become my life’s work. Freshmen in high school and seeing the huge amount of growth they make over those 4 years with UB intervention is astounding.” Upward Bound has impacted my life because it has given me the strength and confidence to grow up and be proud of my successes. If a child grows up without having installed the fundamentals set by Upward Bound that child is missing out on being a part of a larger community with kids just like them.

Conclusion

The Upward Bound program at Morehead State University is a multifaceted initiative that extends far beyond the confines of a summer school. It is a comprehensive support system that empowers high school students from diverse backgrounds to excel academically, socially, emotionally, and mentally. The program’s goals are meticulously crafted by the administrative staff to ensure that students not only prepare for college life but also for the challenges and opportunities that await them post-graduation. Through personal development, academic tutoring, and exposure to college life, Upward Bound equips students with the necessary skills and confidence to navigate their future educational and career paths successfully. The testimonials from both staff and new students underscore the program’s significant impact on participants, fostering a sense of preparedness, independence, and community. Ultimately, Upward Bound stands as a testament to the power of dedicated support and guidance in shaping the leaders of tomorrow.

We're Recruiting!!

The Upward Bound Programs at Morehead State University are currently accepting new student applications.

9th, 10th, or 11th grade students at the following high schools: Bath, Bracken, Boyd, East Carter, Elliott, Fleming, Harrison, Johnson Central, Lawrence, Lewis, Magoffin, Mason, Menifee, Montgomery, Morgan, Nicholas, Paul Blazer, Robertson, Rowan, and West Carter High Schools, are eligible to apply.

Students can submit the Online Application through our recruitment site at join.moreheadub.org or students can obtain a paper application by visiting our website or their high school guidance counselor for assistance.

UB/UBMS Eligibility Requirements

Submit the online and/or paper application with required documentation

a. Guidance Recommendation Form

b. Two Teacher Recommendation Forms

c. 2023 Taxable Income Information (IRS 1040)

Have at least a 2.5 GPA
Be first-generation, meet federal income requirements, and/or academic risk
Be College Bound
Students accepted into Upward Bound Math Science (UBMS) must show a strong interest in obtaining a STEM related college degree.

10 Proven Steps to Help Teens Make Good Decisions Every Time

Taken from: schooldrillers.com

Imagine a world where every decision you make leads you down the path of success and fulfillment. Sound like a dream? It’s closer to reality than you think. Decision-making is a superpower we all possess, but harnessing it effectively is key. Especially for teenagers, whose choices today shape their futures tomorrow. In this article, we’ll uncover the steps to help teens make good decisions consistently, ensuring they navigate life’s twists and turns with confidence and clarity.

Why Teenagers Benefit from Making Good Decisions

The decisions teenagers make today hold immense significance for their future trajectories. Thus, it becomes imperative to instill the art of making sound choices from an early age.

When teens grasp the skill of decision-making, they cultivate a lifelong ability to think critically. By methodically evaluating options and predicting outcomes, they lay the foundation for adept problem-solving throughout their lives. Opting for wise choices not only promotes teenagers’ overall well-being but also paves the way for their future accomplishments, both personally and professionally.

Teenagers who conscientiously deliberate over their decisions are more inclined to opt for choices that align with their values and principles. Whether it pertains to selecting friends, managing academic pursuits, prioritizing self-care, or pursuing interests, their deliberative approach often leads to decisions that foster positive outcomes and uphold their moral compass.”

10 Proven Steps to Help Teens Make Good Decisions Every Time

Here are the 10 most crucial steps to help teens make good decisions

Step 1: Cultivate Self-Awareness

Understanding oneself is the cornerstone of good decision-making. Encourage teens to explore their values, strengths, and weaknesses. When they know who they are, they can align their choices with their authentic selves, leading to greater satisfaction and success.

Step 2: Assess the Situation

Before jumping into a decision, teens should assess the situation thoroughly. What are the risks and benefits? What are the potential outcomes? By gathering information and considering various perspectives, they can make informed choices rather than impulsive ones.

Step 3: Set Clear Goals

Clarity breeds success. Teens should define their goals clearly before making decisions. Whether it’s academic achievements, career aspirations, or personal growth, having a clear vision empowers them to make choices that propel them toward their objectives.

Step 4: Evaluate Options

Every decision comes with alternatives. Teach teens to brainstorm and evaluate various options. Encourage them to weigh the pros and cons, considering both short-term and long-term implications. This process fosters critical thinking and decision-making skills.

Step 5: Consult Trusted Advisors

Two heads are better than one, they say. Encourage teens to seek guidance from trusted mentors, parents, or friends. Consulting others can provide valuable insights and perspectives, helping teens make more well-rounded decisions.

Step 6: Consider Values Alignment

Decisions aligned with one’s values are more likely to bring fulfillment and happiness. Encourage teens to reflect on whether their choices align with their core values. This ensures authenticity and integrity in decision-making.

Step 7: Practice Delayed Gratification

Instant gratification often leads to regrettable decisions. Teach teens the importance of patience and delayed gratification. By considering long-term consequences and resisting impulsive urges, they can make decisions that serve their best interests in the long run.

Step 8: Learn from Mistakes

Mistakes are inevitable, but they are also invaluable teachers. Encourage teens to embrace failure as a learning opportunity. By analyzing their mistakes, they can glean valuable insights that inform better decision-making in the future.

Step 9: Foster Resilience

Life is full of ups and downs. Equip teens with resilience to weather the storms of uncertainty. Resilient individuals bounce back from setbacks stronger than before, armed with newfound wisdom to guide their decisions.

Step 10: Celebrate Successes

Every good decision deserves recognition. Celebrate the successes, big and small, along the journey. Positive reinforcement boosts confidence and motivation, empowering teens to continue making wise choices.

Needing to contact your UB Counselor?

Ashley Cooper (Associate Director UB Central)

Schools Served: Elliott, Morgan, and Magoffin

Brandon Isaac (Associate Director UBMS North)

Schools Served: Mason, Menifee, and Rowan

Gabby Johnson (Associate Director UBMS South)

Schools Served: Boyd, Paul Blazer, and Robertson

Gabe Markwell (Associate Director UB East)

Schools Served: Bracken, Lawrence, and Johnson

Cheyenne Wilson (Academic Coordinator)

Schools Served: Bath, Harrison, Montgomery and Nicholas

We are in the process of hiring a new Academic Coordinator who will serve Fleming, Lewis, East and West Carter. In the meantime, if you need to contact UB, the UB Admin Staff member who is serving your school is listed below:

Brandon: Fleming and Lewis

Ashley: East Carter

Cheyenne: West Carter

Upward Bound and Upward Bound Math & Science are 100% federally funded by the U.S. Department of Education and sponsored by Morehead State University.

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