What Will We Do About the Boys? Providing Academic and Social - - PowerPoint PPT Presentation

P E D R O A . N O G U E R A , P H . D . N E W Y O R K U N I V E R S I T Y

What Will We Do About the Boys?

Providing Academic and Social Support to African American and Latino Males

American Reading Company Contact Information

Ann Homolka Account Manager for New Jersey cell: (215) 834-3804 email: ann.homolka@americanreading.com Molly Breslin Account Manager for Manhattan, Queens, SI & NJ cell: (551) 427-4254 email: molly.breslin@americanreading.com Tony Falotico Account Mgr. for Bronx, Brooklyn, Westchester, CT cell: (646) 872-3334 email: tony.falotico@americanreading.com

Six Essentials to creating an ACTION Plan:

• 1. Holistic and integrated
• 2. Evaluated regularly
• 3. Sensitive to diversity
• 4. Designed to avoid stigmatization
• 5. Operative at individual and systems level
• 6. Includes developmental systems of support

• I. Understanding the Nature of the Risks

Facts about Black and Latino males in school

• More likely to be suspended or expelled
• More likely to drop-out
• More likely to be placed in special education
• More likely to be missing from honors, gifted and

advanced placement

• More likely to be under-represented among school

personnel (except as custodians, security guards and disciplinarians)

Correspondence with societal patterns facing Black and Latino Men

 Black males are the only segment of the US

population with a declining life expectancy

 Adult Black and Latino males are more likely to:

 Be arrested, convicted, incarcerated, and executed  Be unemployed and discriminated against in labor market  To suffer from colon cancer, heart disease, HIV/AIDS  To be murdered or to become a victim of violence  To be denied the right to vote  To be under represented in professional careers, over

represented in military, sports and entertainment

Key Question: What is there about being a male of color in American society that causes disproportionate rates of failure?

Structural and Cultural Obstacles

 Structural

 Lack of jobs  Concentrated poverty  Crime infested

neighborhoods

 Early exposure to

violence and trauma

 Lack of access to good

health care

 Toxins in the

environment

 Cultural

 Negative peer influences  Negative racial

stereotypes

 Dysfunctional schools  Families in distress  Exposure to negative

media and pop culture influences

Agency: The power of choice and free will

 Paulo Freire - Humans vs. animals, nature vs. culture  Empowerment through critical consciousness - reading the

world, recognizing human capacity to intervene

 Developing resilience – asset-based teaching, mentoring,

expanding opportunities

 Too much emphasis on control and

passive learning

 Too punitive in the approach to discipline  Too much focus on achievement not

enough focus on development

 Lack of adult role models

Why Aren’t Schools More Effective at Providing Support to Males of Color?

Development Matters

 Boys mature more slowly than girls  Boys need to focus on developing literacy skills and

• ral communication

 Boys need help developing social and emotional

intelligence

 Engaging boys in leadership, community service and

• ther forms of social responsibility can help foster

agency

Understanding the Dilemma

• f Masculinity

 Masculinity in US constructed around power,

dominance, ability to provide

 African American, Latino and working class

white males more likely to see masculinity as being at odds with intellectual achievement

 Males need help developing social and

emotional intelligence

Demystify school success:

 Teach study skills, organization  Show them what excellent work looks like

Use discipline to build character and personal responsibility

 Punitive vs. preventative strategies  Teach code switching

 Speech, dress, demeanor  Code of the streets vs. the code of the school

• II. Schools must counter structural and cultural
• bstacles through a positive school culture

Draw on Cultural Resources

 Positive family, peer, community socialization  Traditions, rituals and practices  Funds of knowledge- Luis Moll  Reinforce fundamental core values  Provide a culturally salient learning structure  Rituals, community building  Incorporate positive elements of popular culture

Implement change in the culture of schools

Create a school culture that

 Challenges stereotypes – Excellence Charter School  Focuses on values and norms – Urban Prep: more

powerful than culture of the streets

 Adopt rituals and practices that reinforce core values

– Fredrick Douglass Academy

 Town hall meetings  Student conduct panels

• III. Implement changes in the organization

and operation of schools

 Promote strong teacher-student relationships:

 Teach the way students learn –

 Boykin: teaching with verve

 Make curriculum culturally relevant:

 Cummins: empowering or disabling

 Avoid concentrating too many students with challenges together

 Develop advisory programs

 Help students plan for the future  Pro-active mentoring  Emotional and psychological support

 Increase on-task learning and collaboration  Promote student accountability, ownership and

responsibility

 Encourage student voice, personalization and

choice

Encourage Classroom Collaboration

Other school-based interventions

Develop early intervention systems

3rd grade 6th grade 8th grade

Assess learning and behavior challenges, monitor progress

 Use extra-curricular activities to keep kids engaged  Utilize after school and summer programs to

enhance learning

Work with Parents and Community

 Develop partnerships with churches and

community based organizations to address challenges facing youth – gangs, safety, etc

 Make school welcoming to parents

 Train teachers how to conduct conferences  Establish relationships before problems occur

 Hire Black and Latino males in professional

roles

Cultivate Agency:

Influencing the choices that students make

 Educate them about their history and culture - Paul

Robeson Institute

 Provide opportunities for community service, activism and

leadership development - Urban Arts

 Utilize community-centered problem-posing curriculum

 Channel the energy, don’t crush it

 Sports, music, art

 Teach boys to understand their emotions and to deal

constructively with the anger

 Emotional intelligence

Build a safety net to support boys of color

Extended Learning Safety, Mentors Community Partners Family Engagement Health and Nutrition

Six Essentials:

• 1. Holistic and integrated
• 2. Evaluated regularly
• 3. Sensitive to diversity
• 4. Designed to avoid stigmatization
• 5. Operative at individual and systems level
• 6. Includes developmental systems of support