Disproportionate Placement of Minority Representation: Creating a Climate of Success

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Disproportionate Placement of Minority
Representation Creating a Climate of Success
January 17, 2007
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ABOUT ME

• Native of Mississippi (MLK, Teal)
• Single Parent for the past 9 years
• Past, Assistant to the Vice President of Student
  Affairs at Morehouse College
• Past Interim Vice Chancellor for Student Affairs,
  North Carolina Central University
• Past Vice President for Enrollment and Student
  Services, North Carolina Wesleyan College
• Past Vice President for Student Life, University
  of Toledo
• Past, Special Assistant to the President,
  University of Toledo
• Aspirations to become a College
  President/Chancellor
• Merchant of Hope/Social Innovator

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GOALS

• Get acquainted through Personal Assessments and
  Self-Reporting
• Engage in group exercises that lead to deeper
  understanding and awareness of issues around
  Black Boys culturally and socially.
• Discuss national trends around Black Boys
• Discuss strategies and best practices in
  Empowering African American Males
• Empower You as Merchants of Hope to be the
  change we desire

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GUIDING ASSUMPTIONS BEFORE WE GET STARTED

• I am considered an expert on Empowering African
  American Males--not Special Education
• You are the change agents for K-12
• Not every Black male student suffers negative
  biases in the learning environmentbut a
  significant number do
• Black males are more stereotyped than any other
  population in our country

• Not every problem is of the schools making
• AA boys are more successful when they receive
  love, encouragement, support at school, home and
  in the community in spite of the odds against
  them
• Stifling biases destroy AA boys interest in
  school according to educators and activists.
• The earlier black boys are exposed to black men
  in academic settings, the better.

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Cultural insensitivity, lowered expectations,
undue harsh discipline, and the systematic
shunting of AA boys into remedial or special
education classes can have hurtful consequences
on the students.YOU ARE THE ANSWER.
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NATIONAL TRENDS AND STATISTICS
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THE GOAL IS

• TO GRADUATE

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The Issue

• Success rates of African American (AA) males in
  America is a concern
• Number of AA men not completing high school
• Number of AA men incarcerated
• Number of AA men who do not go on to college
• Number of AA men who go on to post-secondary is
  decreasing

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The Implications

• Low levels of education, more burden on society
• Higher crime rates
• Higher poverty levels
• Lower earnings
• Lower levels of health
• Higher imprisonment, etc.

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The New York Times article confirmed what very
few could disagree with at least with a straight
face

• A large segment of Black men, mostly
  under-educated and mostly poor, are being locked
  out of the economic and social mainstream of
  American life. Compared to white men and
  Hispanic men from similarly poor backgrounds, the
  number of Black males living on the margins of
  society is higher and growing more rapidly.

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MEN OF COLOR ARE FALLING BEHIND
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MEN OF COLOR FALL BEHIND

• African American and Latino boys are falling
  behind in almost every measure compared to other
  ethnic groups.
• The number of African American boys who said they
  hated school rose 71 between 1980 and 2001.

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Graduation Rates for African American Boys

• Chicago - 39
• (Univ. of Chicago Consortium 2/2005)
• Indianapolis - 25
• (Indianapolis Star 5/2005)
• Los Angeles - 45
• (R. Smith American School Board Journal,
  9/2005)
• Ohio - 39.6
• (Harvards Civil Rights Project, et. al. (3/2004)
• Nevada - 40.5
• (Harvards Civil Rights Project, et. al.
  3/2004)
• Florida - 41.0
• (Harvards Civil Rights Project, et. al. 3/2004)

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State of Emergency Incarceration

• Over the last decade, for every one Black male
  enrolled in college, 6 black males are added to
  the prison and jail population.
• One in three African American males are involved
  in the penal system.
• By 2020, over 69 of African American males, ages
  20-29, will be involved in some form of the penal
  system.
• Source Kunjufu (2001)1,2 Civil Rights
  Project (2004)3

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State of Emergency Education

• African American children make up less than 20
  of the children in the public school system but
  represent over 50 of the children in special
  education classes.
• 80 of the African American children in special
  education classes are male.
• Over 40 of African American males in the major
  cities in the U.S. drop out of high school.
• Source Kunjufu (2001)1,2 Civil Rights
  Project (2004)3

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Black boys are labeled mentally retarded nearly
300 more than White children and only 8.4 of
Black males are identified and enrolled in gifted
and talented classes.(2001 report for the
National Center for Education Statistics)
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Black males in public education continue to be
disproportionately placed into special education,
disproportionately suspended from school,
disproportionately dropping out of school, and
virtually at the bottom of the academic
achievement gap in every category (i.e. reading,
writing, math and science).Source Kunjufu
(2001)1,2 U.S. Department of Education (2000)3
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Group Exercise 2

• Personality Assessment

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How Do I Help My Students Focus and Identify
Goals

• Yes, we can motivate our Students.
• Identify life goals (Personal Development
  Plan-PDP)
• Discuss and identify objectives/ time line/
  possible challenges (Personal Development
  Plan-PDP)
• Provide exercises/experiences relating to
  students particular interest (i.e., career)
• Provide examples of positive people doing what
  they want to do (Act like it today)

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Cultivating a Passion for Excellence

• Challenge the assumption that they are lazy
  and unmotivated
• Set high expectations Antonio Story
• Code of conduct must reinforce a standard of
  excellence
• Encourage student to compete in the classroom
  (Learning T)
• Do not accept mediocrity
• No Excuses----Excellence Without Excuse
• Have a Plan---Not by Default By Design

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Learning T
Professor
Good Position
Bad Position
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What makes the plight of AA boys so disturbing is
that it appears as if few are concerned. The
traditional social development institutions are
failing them. Their family of origin, their
schools, their churches, the youth-serving social
services, social workers---all are failing to
reach this group of hardened boys.(African
American Boys The Cries of a Crisis by E.
Bernard Franklin)
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Black Boys often do not feel cared for in their
school or their communities. The perceived lack
of caring is most devastating for AA boys.

• Dr. Melissa Roderick
• University of Chicago

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Many studies show the single most important thing
in turning lives around is the ongoing presence
of a caring adult.

• Dr. Nell Noddings
• Stanford University

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WHAT WE KNOW ABOUT THE POWER OF GANGS

• Gangs provide a code of behavior, a value
  system, direction, and advice that may be missing
  in the home.
• Gang involvement also provides excitement-and
  probably drugs and alcohol. (Research suggests
  that much of the group connection is based on
  status, protection, membership, guaranteed
  friends, activities, structure, mentors,
  excitement, leadership opportunities, outlets for
  frustration, and power.
• Teens are further attracted to gang leaders
  because they appear to be powerful and in
  control.
• However, once they are full-fledged members, they
  can lose themselves and their moral direction in
  the process of belonging to and sustaining the
  gang.
• Gangs in many cases replace the support,
  relationships, affiliations, protection, and care
  that are missing from the family.

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SAVING LIVES.

• SALVAGING DREAMS

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Group Exercise 3(2)

• Personal Values Formation

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Personal Values FormationWho or what were the
most significant influences on your PERSONAL
VALUES FORMATION?

• People
• Places
• Experiences

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List and Discuss Your top 1-3 Challenges You are
Experiencing with African American Boys
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To Save Lives.. And Salvage Dreams

• There must be a
• CONSISTENT POSITIVE FORCE (CPF)

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S.A.A.B.Student African American Brotherhood

• Started in 1990 at Georgia Southwestern State
  University by Dr. Tyrone Bledsoe to address
  academic challenges of AA males.
• National Headquarters housed at the University of
  Toledo
• More than 140 collegiate and 10 high school
  chapters to date primarily at PWIs
• Designed to Empower and Retain African American
  and Latino Males
• Designed to bring African American Males (Latino
  Males) together regardless of background,
  socieo-economic status, religion, affiliations
  (i.e., Greeks, non-Greeks, Athletes)
• 3-Prong Mentoring Transactions
• Collegiate to Collegiate High school to High
  School
• Collegiate/High School, middle elementary
  schools
• Faculty/Staff-to-Student

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SAAB SYSTEMIC IMPACT MODEL
Renew, Lift up, Comfort, Enhance and Inspire both
themselves and those with whom they interact."

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SAAB IMPACTS

• Imagine thousands of young African American and
  Latino male leaders who are trained to provide
  Care to a community that has been marginalized,
  abused and written of in many cases----Thats
  what SAAB is all about
• We provide leaders to a community, society and
  country that is starving for leadership from
  these young men or color.

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SAAB IMPACT

• SAAB engenders a type of behavioral leadership
  that is necessary and critical for African
  American and Latino males.
• Our participants are taught that failure is not
  an option and they live by the motto I am my
  Brothers Keeper.and Together we shall rise
• SAAB instills something that these young men
  intrinsically want and need---and that is a
  spirit to care
• We focus on helping men of color develop
  attitudes, behaviors, and values necessary to
  function at optimal levels at school and in the
  world. Young males of color need specific
  guidance to master educational challenges.

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S.A.A.B. Conference 2007
Saving Our African American Males... Brother to
Brother Shaping our Future

• Register

• Hotel Info

• Pre-Conference
• Workshop

• Call for Programs

• Schedules

5 Regional Conferences University of Kansas (Oct.
12-14, 2006) San Diego State University (Oct.
19-21, 2006) University of Texas (Nov. 17-19,
2006) University of Toledo (Mar. 23-24,
2007) Morehouse College (Spring 2008)

• Exhibits

• Highlights

S.A.A.B. Organization
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WHO WAS MARVA COLLINS?
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Westside Preparatory School

• Founded by Marva Collins, former teacher who was
  dissatisfied w/ her kids education
• Established in 1975 in Garfield Park, IL (Chicago
  area)
• Designed to obtain dramatic results with children
  who are often considered learning disabled and,
  consequently, un-teachable.

• Discipline problems are significantly reduced
  when her program is implemented.
• Results are evident within 3-6 months from start
  of program.
• Graduates of the school have entered some of the
  nations finest colleges and universities (i.e.
  Harvard, Yale and Stanford)

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WHAT DID MARVA COLLINS DO?

• Set high standards for her students
• Milwaukee example
• Clashed with her co-workers traditional ways of
  doing things
• She took her students back to the basics
• She also added more memorization and assigned
  more difficult works such as the classics, which
  others thought was out of line.

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HOW CAN I EMPOWER BLACK MALES AND CREATE AN
ENVIROMENT OF SUCCESS?

• It requires what is oftentimes referred to as a
  few missing bricks
• It requires passion from you as the Merchant of
  Hope
• It requires understanding How They Make Meaning
  with their experiences---whether you condone or
  agree
• It requires us inspiring young men to look beyond
  their current circumstances to future
  possibilities

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HOW CAN I EMPOWER BLACK MALES AND CREATE AN
ENVIROMENT OF SUCCESS?

• It requires us as educators to expand our focus
  beyond intervention and prevention programs to
  conceptualizing and implementing empowerment
  processes.
• Example Increasing reading and math scores are
  good goals however, helping a young man envision
  becoming an entrepreneur (i.e., CEO Merrill
  Lynch, AOL Time Warner, American Express)
  provides a framework for learning how to do
  (i.e., run things) rather than how to simply get
  by (i.e., achieve proficiency)
• If we lift them to proficiency levels without
  developing their character, critical-thinking
  skills, and giving them ownership of their own
  futures we have missed the mark!

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HOW CAN I EMPOWER BLACK MALES AND CREATE AN
ENVIROMENT OF SUCCESS?

• Requires that if you are going to be an advocate
  for Black boys you can no longer wait for new
  leadership, new programs, or new research. You
  must become the catalyst to move ideas and
  strategies beyond discussionsto being
  operationalized

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HOW CAN I EMPOWER BLACK MALES AND CREATE AN
ENVIROMENT OF SUCCESS?

• It requires that you stop and reflect on whether
  you are doing the right things, going in the
  right directions, or have any real understanding
  of the challenges, hopes and dreams of the Black
  males whom you are teaching, counseling,
  coaching, mentoring and raising.

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HOW CAN I EMPOWER BLACK MALES AND CREATE AN
ENVIROMENT OF SUCCESS?

• Understand that increasing Black male achievement
  requires collaborative efforts between adult
  stakeholders throughout the school community
  (i.e., superintendents, principals, teachers,
  counselors, coaches, mentors and parents)
• Understand that the statement I dont see color
  can be developmentally hindering in meeting the
  needs of Black males, because color is how we are
  typically defined and how we typically define
  self. Understanding that one size does not
  fit all

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Sometimes we get so busy do things, we never stop
long enough to clarify what we want to
accomplish, what types of men we want to develop,
and where we ultimately want these young men to
go as a result of our efforts.
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Schoolhouses do not teach themselvespiles of
brick and mortar and machinery do not send out
men. It is strengthened by long study and
thought, that breathes the real breath of life
into boys and girls and makes them human.

• ---W.E.B. DuBOIS

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What are the dashboard indicators we often lack
systemic planning efforts?

• Mission
• Guiding Purpose
• Vision
• Goals, Stakeholders needs, Research
• Climate Culture
• Policies/procedures, values/beliefs, inclusion,
  classroom management, intervention strategies
• Assessment
• Demographic/achievement data, instruction,
  curriculum-content, staff development,
  utilization of resources, components of the
  vision
• Instruction
• Best practices, standards-based lesson plans,
  brain-compatible instruction, teaching/learning
  styles, before/after school support
• Curriculum Content
• Practical learning outcomes, needs-driven
  curricula, after school-extracurricular, literacy
  programs

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Key Points to Remember

• Without a clear mission, systemic and long-term
  increases in student achievement levels for Black
  males is unlikely.
• The mission exists on four distinct levels
  (district, school, department/program, and
  Individual).

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If not me, who?

• If not now, when?

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Brief Excerpts of Coach Carter
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COACH CARTER

• Does Coach Carter seem to have a clear sense of
  mission and if so, what do you think it is?
• Does Coach Carter seem to have a clear vision, if
  so, describe what it is?
• How do you think Coach Carter was able to achieve
  such a dramatic attitude change with his players
  without parental support, staff support, or peer
  support?
• Why do you think his players wanted to succeed
  for him?

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Coach Carters Plan

• Mission To provide his players an opportunity
  to develop athletic skills and character that
  would afford them an opportunity to acquire a
  college education
• Vision To assist his players in developing
  skills, discipline, character, critical-thinking
  skills, and attitude to be successful on the
  court, in the classroom, and in their future life
  as men, husbands, fathers and role models.
• Strategies He indoctrinated a system of beliefs
  and expectations. He established core values and
  guiding principles for his programand he
  conveyed his expectations to parents, teachers,
  administrators and the community.

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Intelligence plus character-that is the goal of
true education."

• Dr. Martin Luther King, Jr.

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How Do I Begin Empowering Black Males?

• Empowerment should include some type of
  ceremonial acknowledgements of their
  accomplishment
• Empowerment should incorporate African/African
  American culture
• Eagle Story

• Empowerment must be developmental in nature.
• Proactive not-punitive
• Empowerment should provide for competent adult
  role models-at least one Black male in the
  circle.

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Educational Advocacy for Black Males Students

• Finds ways to integrate the accomplishments of
  Black men into the existing curriculum structure
• Continuously examine the curriculum to ensure
  that Black males are included in primary and
  non-stereotyped roles
• Finds ways to include Black males in classroom
  activities as tutors, educational assistants,
  storytellers, field trip escorts
• Acknowledge the importance of and utilize
  non-educational personnel (i.e., Black male
  custodians and lunchroom staff) as valid
  mentors/role models

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Think of One Black Male Child

• What is your role?
• Describe your primary role and the level of
  influence you want to have.
• What is your Mission?
• What is your guiding purpose for your involvement
  within the life of this one young man?
• What are or will be my strategies?
• What steps will you take to influence his
  emotional, social, and intellectual development
  in ways which will enable him to overcome the
  negative influences of peer pressure and media
  images?

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Winfield ISDWhat We Learned from Dr. Bledsoe7th
and 8th Grade Students

• You need to have hope and be a friend.
• Never give up on your dreams.
• If you believe you can succeed.
• Be proud.
• The NFL or the NBA is not my goal in life. My
  goal in life is to get the best education
  that I can get.
• People love but some people love more and show
  it.
• Hold your head up high.
• It takes courage and pride to tell your
  problems.
• Forgive!
• Make sure you have good friends.
• Work hard and get an education.
• I learned that I can do anything with my life.

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Winfield ISDWhat We Learned from Dr. Bledsoe7th
and 8th Grade Students

• I can be successful
• Find a mentor.
• You can overcome anything.
• You need to try hard even if you have problems.
• You can come from a small town and still do
  great things.
• Even if you have a lot of family problems you
  can still accomplish your dreams.
• Dr. Bledsoe taught me to never give up and
  always stand for what you believe in.
• Share your past with others it may help others
  to reach their dreams.
• I have to keep on going even if something bad
  happens.
• It is bad to keep things bottled up.
• I can be anything I want to be.if I believe.

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We Make A Living By What We Get

• But we make a Life
• by what we Give

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I AM THE ONE
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Group Exercise 4(Tables)

• WHO SHOULD SURVIVE?

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• VISIT THE S.A.A.B. WEBSITE AT
• WWW.2CUSAAB.ORG
• [phone] (voice)
• SAVING LIVES.SALVAGING DREAMS!