Like so many before her, Kimora Williams arrived at the George Washington University motivated to create change and develop the skills to set her up for a future of serving her community. But when she first stepped foot on campus in August 2022 majoring in political science with a focus on public policy, she didn’t quite know how her path to making a difference would look.
It turned out she would, in part, find that inspiration in teaching children’s books such as “Dario and the Whale” and “Matthew and Tilly.”
Williams is in her third year—with two of those being a team lead—serving as a tutor with GW’s chapter of Jumpstart, part of a national AmeriCorps program that works with higher education institutions to train and place college students in teams to serve preschools in low-income neighborhoods for an academic year. Twice a week for the last three years, she has worked with three- and four-year-olds enrolled in afterschool programs at Takoma Elementary School in D.C.’s Ward 4.
There, they read a new book every week and build lessons around them. They work with children on skills such as vocabulary, comprehension, literacy and emotional learning. “You can’t really do one without the other—teaching literacy is important, but it’s just as important to help them understand and manage their emotions,” said Williams, a Cisneros Scholar hailing from the Philadelphia suburbs.
The plot of “Matthew and Tilly,” for instance, is about two friends who argue and then make up. The kids connect with it because they’ve all probably had disagreements before, and the book is a digestible way to comprehend conflict resolution. Their innate curiosity—such as developing a penchant for marine life after reading “Dario and the Whale”—and openness to learning and growing inspire Williams each session.
“With the kids we work with—3- and 4-year-olds—they’re still in that pure stage where everything is new to them and are not yet aware of the disparities or challenges they might face later on,” Williams said. “I see so much potential in these kids.”
But socioeconomic factors stunt that growth for so many. The American Psychological Association finds that children from lower socioeconomic backgrounds tend to develop academic skills slower than peers and attend schools that are often underresourced, negatively affecting their academic progress and outcomes. Further research finds that children first become aware of these disparities as early as 4 to 5 years old.
That’s why programs such as Jumpstart, run through GW’s Honey W. Nashman Center for Civic Engagement and Public Service—are so critical in the work they do to prepare every child to enter school prepared to succeed. Williams takes that to heart every time she tutors a group of eager toddlers who have not yet stepped foot in a kindergarten classroom. In fact, it’s become the trailhead to her path destined for making a difference.
While she could see herself going into any area of policy, Jumpstart has made her realize that education—especially early childhood—policy is what matters most for her and that intervening and helping children at this stage can change outcomes for the future.
She believes that to make real change, leaders must also understand the community and what these kids are actually going through to make policies more effective and grounded in reality. That’s why Williams has felt so strongly about connecting with these children on a personal level and focusing on individualized attention to evade the trap of a one-size-fits-all approach to education.
For example, Williams finds pure, innocent comments such as “I love your hair” and “You have the same skin color as me” to be powerful reminders that giving kids a sense of identity and affirmation can help them develop confidence. In another instance, Williams drew on her own life experience as a sister to a sibling with Down syndrome to tutor a young toddler with similar needs.
“Sometimes, there’s a tendency to overlook kids who need extra support,” Williams said. “If we don’t engage with these kids and give them the attention they need, they won’t develop the skills to communicate or thrive.”
Williams has already made headways down the educational advocacy and policy path. In addition to her leadership role at Jumpstart, she also spoke about the importance of representation in preschoolers on a panel at the AmeriCorps’ 30th anniversary celebration in September.
She’s gotten to know her pre-K students on a personal level over the past three years, knowing their learning styles and what excites them. To her, it’s not just about teaching. It’s about caring. And every day, Williams thinks about what she can do to make their lives a little bit better—both now and down the road.
“It’s inspiring to know that my work might help shape their future, and it feels so rewarding to see the kids grow,” Williams said. “Their futures inspire my present.”
