Video footage from Making the Invisible Visible Panel Discussion

Panel 1:  Student Voice

 

Panel 2:  Practitioners

 

Closing Remarks

Photos from Making the Invisible Visible Panel

 

Strengthening the Socio-Emotional Development of Boys of Color

Providing an educational environment that will work extremely well for Boys of Color can be a great challenge especially when they enter the transition to high school/college and career. Research indicates that the ideal educational setup is a combination of important factors which include high standards of education, commitment of the entire school community, and setting higher level of expectations. The learning environment should be sensitive to address the social and emotional factors that affect the development of Boys of Color which can be done by helping them to have a sense of belonging and leading them to relate their identities to their rich cultural and historical heritage. The students should also be taught to become responsible members of the society through delegation of tasks that will allow them to serve their communities.

How to discuss manhood and masculinity among boys of color in the classroom

Truth be told, as heroes of color go, young boys of color would more willingly be Wesley Snipes (of Matrix fame), Roadblock (of G.I Joe fame) or Shaft, than Olaudah Equiano (of the British movement for Abolition), Marcus Garvey ('Back to Africa movement) or Dr. Solomon Carter Fuller (pioneer in researching Alzheimer's Disease). These choices fit perfectly the stereotype image of masculinity that the media and previously "closed minded" theories on the subject seek to propagate. 

The "real" truth however is starkly different:  Heroes of color (be they African-American, Hispanic or Latino) come in all different shapes and sizes, and not all of them are beefy and carry guns and swords. Many of them have stethoscopes hanging around their necks. Some can be found peering over microscopes. And still others may be found in the Whitehouse or on Capitol Hill.  These are men who defy the traditional definition of "manly heroes", but who have still had tremendous influence in shaping the destiny of our country and the world. 

Historical Perspective of Masculinity

Historically, males have confirmed to various roles of masculinity. The Hunter; The Gatherer; The Defender; The Patriarch; The Builder; The Soldier; The Explorer. Over many years of studying what makes some males embrace some of these roles more readily than others, researchers have concluded that the idea of manhood and masculinity isn't a binary function - i.e. Masculinity does not equal to opposition of Femininity.   

So a Soldier in days of yore, for instance, didn't feel more masculine just because what he did was considered something that women (back then) didn't do.  Instead, anthropologists believe that the norms of masculinity were cemented more as a result of the differentiation that existed amongst various groups of men, be it differences of race, social class or economic imbalances. 

In the late eighteenth century, the concept of masculinity evolved primarily around biological differences between the sexes. And even amongst males, physically stronger men were considered to be more masculine than others. Later still, ideas of masculinity, especially in the African-American community, were reinforced in the context of the pre-Emancipation Proclamation era (1863), where Slaves with "brawns" were the more masculine amongst of a group that were sought after by plantation owners. 

Over the years, the concept of manhood and what it means to be masculine has continually been evolving. The metrics for manhood and masculinity have changed considerably. And today, many African-American and Latino men are looked up to as role models of masculinity in a much more pluralistic society. These same individuals would never have passed the "manhood test" even a decade or two ago! 

The Rules of Manhood

Young school boys of color often are in search of a sense of belonging. Their socio-emotional development often hinges upon being part of a particular group of similar minded young boys. And when they are part of a particular group or organization (much like the historical Hunter, Gatherer or Soldier used to be), they inherit ideas of manhood and masculinity to which the broader group/organization subscribes. 

School groups and fraternities that promote a certain idea of manhood amongst their members are therefore a huge influence on young boys of color today.   As a result, when members join these groups they are subject to a specific ideology that promotes "Rules Of Manhood" such as:  

•  Guys are better than girls! 
• Masculinity and good grades can't go hand-in-hand! 
•  It isn't "cool" to be a nerd! 
•  Masculinity is about never tolerating failure! 
•  Manhood is about never accepting defeat! 
•  Internalize your feelings. Never show your true feelings - that's not a sign of manhood! 
• Never betray a "brother" - regardless of what the circumstances! 
•  Do whatever it takes to settle a score!

All of these are ideas that young schoolboys of color are exposed to, as part of their "Rules Of Manhood" indoctrination, ultimately defines their concept of masculinity. And the fact is that these (mostly false) ideas about manhood fit well within the context of the familial and social experiences that young boys of color are used to. They therefore more readily embrace these "Rules Of Manhood" as being undisputedly accurate. Since these rules fit within the narratives that most young men of color were raised to witness/believe in, they will not readily challenge them. 

Bringing it to the classroom

In the modern era of the internet, mobile communication devices and the global connected village, ideas about what manhood is, and what it means to be a "real" man are quickly spread amongst impressionable young men of color. Even amongst groups of young school boys of color, there are groups with diverse views of what they believe masculinity stands for. While some may believe that academic pursuits are the true hallmark of a man, others might beg to differ. They subscribe to the idea that "Sports maketh the man!". School gangs and affinity groups may still have a totally differing view point about masculinity - one that involves guns, drugs and violence.

These differing school-boy views about manhood cannot be viewed in isolation from the earlier discussion about the evolution of norms of masculinity and manhood. Studies show that the modern perceptions of manhood and masculinity, even amongst young school-age boys, have evolved largely through historical context. What young boys of color think of manhood today is still firmly grounded in their family, community and racial backgrounds. 

The socio-economic conditions prevalent in a particular culture or environment largely dictate the norms of masculinity adopted by a particular society or sect.  In the African-American/Latino context therefore, factors such as:

•  lower percentage of educated parents/guardians 
•  higher percentage of joblessness 
•  lack of proper housing 
•  dearth of community care facilities 
•  practically no role-models or mentors to look up to 
•  growing disillusionment with their socio-economic condition 
•  a feeling of disenfranchisement

serve as the primary building blocks for forging a concept of masculinity among these ethnic groups. And since, historically speaking, young school boys of color have grown up seeing adult males in their families and communities deal with these factors in a certain way; they have projected those perceptions of masculinity unto themselves. 

It falls upon school administrators, teachers and coaches to "rewire" these young boys and give them a new (and more balanced) sense of what true manhood is really about.   And a good start is to introduce topics about what it takes to be a man, especially in the context of racial upbringing, early on as part of the school's curriculum. 

Using a consciously "biased" approach

While there is a great push towards gender equality across society, academic research strongly suggests that boys and girls aren't equal when it comes to how both sexes learn and assimilate new concepts and ideas. Educators must acknowledge these differences and use a consciously biased (different) approach when educating boys about manhood and issues of masculinity.  

Some of these conscious biases must include:

• the realization that boys are more energetic in classrooms than girls 
• the fact that young boys (more so boys of color than their White counterparts) should be allowed to move around in the classroom, when being exposed to new concepts and ideas, without being penalized or punished 
•  accepting that boys of color (because of their socio-racial upbringing) are more prone to be highly animated in a class room setting than young girls are. Such displays must not be interpreted as disrespect or threatening 
•  tolerance for cross-talking, shouting across isles, passing/throwing items across a room, or running in school corridors (within reason) without causing young boys to get behavior infractions from school administrators 

Society expects school boys to conform to a certain mould that it has created for them. If they don't, they are more likely to attract punishment. As a result, young boys forcefully suppress their natural masculine instincts to try and meet societal expectations of them. Educators must therefore acknowledge the fact that young boys of color are more prone to "internalize" their true emotions in the false belief that it is not a sign of manhood to expose their true selves to parents, teachers or friends. Psychologist William Pollack stated (in Real Boys pg. 5):

"Many of the boys I see today…. Live behind a mask of masculine bravado that hides the genuine self to conform to our society’s expectation..."

This type of artificial display of manhood is bad - both mentally and physically - for young men. And because of this, their socio-emotional development suffers, which then leads to other behavioral issues that causes them to act out in school and at home. Any plans to introduce manhood and masculinity-related topics in the classroom must consider this fact when framing these discussions.

The battle for perceptions

Teachers and administrators must consciously work with young boys of color to change some of the negative perceptions about what manhood and masculinity really are. And to do that they much create an appropriate environment in which to discuss relevant topics affecting young boys of color. And many researchers agree that the best setting in which to do so is a single-sex schooling environment for young boys of color.

In a single-sex environment, teachers can more easily introduce and discuss topics such as:

• Sex education 
•  Gender equality 
•  Racial tolerance 
•  Respect for age/authority 
•  Responsibility and accountability 
•  Social duties and community values 

Boys of color are also more likely to accept and embrace these facts when they are in an environment amongst peers - i.e. no females and no non-colored students. Teachers should boldly introduce and discuss ideas such as:

• It's okay to sometimes be animated in classrooms - but here's why you should not make it a habit
•  It doesn't matter what your racial, social, financial background is - you can still succeed in school and beyond 
•  Manhood can be as equally earned in the examination hall as it can in the gym or sports field 
• "Acting White" doesn't necessarily make you "White" 
•  Respecting teachers, administrators and community elders isn't a sign of weakness 
•  Members of the opposite sex deserve the same respect as anyone else 
•  Violence, drugs and guns have no place in a "real mans" world 
•  It's okay to be branded a Nerd  

The pressure for a young man of color to engage a teacher, and subsequently debate and accept the teacher's point of view about a specific notion of manhood, is less in single-sex environments than in multi-racial co-educational schools. 

Encouraging Literacy Proficiency in Males of Color

How often do we hear academics and scholars use the phrase "One size does not fit all", when discussing a number of educational or socio-economic issues facing America? Well, one very pressing challenge that fits that description is related to the task of building literacy proficiency in males of color. 

The issue is not just about getting boys of color to complete the "must-read" curriculum.  It goes much beyond that. The real challenge lies in encouraging these young men to embrace reading and writing so that they might develop "in total" - socio-emotionally - and not simply in terms of passing an exam or moving to the next grade.

Addressing the root cause

At the heart of the problem lie many non-literary challenges that sometimes get overlooked in our eagerness to build a ready-made solution.  The tools we use to build those solutions, such as policy decisions, teaching methodologies and curriculum content, take a "one size fits all" view of the classroom. And often, as we develop and implement what we perceive to be the "ideal solution", we lose sight of the fact that we are tailoring solutions for a disparate group of students.

The Broad Prize for Urban Education[i] endows a $1 million benefit to urban school districts that can prove they have contributed significantly in the academic performance of, and reducing improvement gaps between, poor and minority students. As recently as March 2012, educational experts gathered in Washington to nominate deserving school districts for the award noticed exactly the disparity that I am talking about here. Although in this case the spotlight was on the differences between Hispanic-American and African-American students, the lessons learned are equally valid to any two (or more) groups of students. As noted by USA Today[ii]: 

"The real lesson is that we need to stop lumping blacks.....in terms of how we measure progress and in terms of policy — as "students of color." The groups have different education needs".

The report very aptly identified the root cause of the challenge that educators face when trying to encourage literacy proficiency amongst males of color in the following words:   

"Lumping the two groups together only shifts attention away from differing strategies that can work for each group."

Different strokes

Promoting literacy proficiency amongst men of color must consider the environment beyond the classroom, in order to be successful.  Afro-American students have a unique set of socio-economic and socio-emotional circumstances that make them open to a different teaching/learning style than that used for other ethnic communities. And unless educators and policy makers realize that, no policy tool or teaching method will meet with success.

Recognizing the fundamental differences between various groups of students is therefore the first step to encouraging learning within members of those groups. Once some of the social barriers to learning have been removed, men of color will respond more positively to any stimulus that aims to foster literacy proficiency amongst their ranks.

As a result of such reorganization should also come the realization that curricula currently used in traditional schools therefore deserve a second look. Teachers and educators need to understand that what a Hispanic-American student will relate to in the classroom is different from that to which an Afro-American student will respond to, which is totally divergent from that which stimulates white American students. 

The fact is that each student learns differently. And a student's ethnicity helps shape his/her learning styles. These differences in learning styles are well articulated in the text "Moore, Carol. (1992): Learning Styles - Classroom Adaptation"[iii], where the case for "Different strokes make different folks" can be made. The underlying message here is that while students may find it extremely hard to change their unique learning styles, educators should adapt their teaching methods to meet differing learning styles.

Best practices to bridge these differences

So what can we do to bridge these differences? A lot, actually! Over the years of being involved in the learning and development of youth of color, I have seen first-hand the results that certain practices can bring to bear in fostering literacy proficiency in males of color. I'd like to propose some of my "best practices" for educators to consider:

• Cultural responsiveness: Bringing cultural sensitivity into the classroom means that teachers are aware of the learning style of their pupils, and adapt their teaching methods accordingly

• Recognizing ability: Given the right literary environment, boys of color will shine too. Teachers should recognize their student's innate abilities to learn, and must do away with oversimplification of lessons 

• Collaborative classrooms: Rather than promoting "individualism" in learning, help foster a collaborative literary environment

•  Enabling text: Choose text books and other learning material for the curriculum, to which men of color can relate. Using "standard" text will make them "tune out"

• Unapologetic learning: Choose literacy plans that don't force boys of color to be apologetic about their place in the community when learning or writing their assignments

• Readers write & Writers read: Have students read as authors and write as readers. Fostering both these perspectives is a key element of fostering literacy proficiency  amongst males of color

---

[i] http://www.broadprize.org/

[ii] http://usatoday30.usatoday.com/news/opinion/forum/story/2012-05-01/education-achievement-gap-blacks-hispanics/54668664/1

[iii] http://www.ndt-ed.org/TeachingResources/ClassroomTips/Learning_Styles.htm

We are no longer Invisible Project

Mentoring Young Men of Color: Incorporating mentoring programs in schools

“That’s what ‘My Brother’s Keeper’ is all about. Helping more of our young people stay on track. Providing the support they need to think more broadly about their future. Building on what works – when it works, in those critical life-changing moments.”

- President Barack Obama, February 27, 2014

The statistics recently released by the Whitehouse makes for stark reading indeed:  

“Data shows that boys and young men of color, regardless of socio-economic background, are disproportionately at risk throughout the journey from their youngest years to college and career. For instance, large disparities remain in reading proficiency, with 86 percent of black boys and 82 percent of Hispanic boys reading below proficiency levels by the fourth grade — compared to 58 percent of white boys reading below proficiency levels.”

For those of us who are blessed with some degree of success in life today, when we cast a quizzical look at how we made it this far, we're bound to acknowledge the part that some "person of influence" may have played in our success. Perhaps it was a parent, a relative, a sibling, a teacher, a coach, or an acquaintance.  Regardless of whom it was, their contribution in putting us on the path to achievement is priceless - and should be recognized. And for that, we should be grateful!

Giving Success a Chance

Sadly, not all of our peers may have been so fortunate as us. In some cases, even many of our siblings too might not have "made it good" the way some of us have. But anyone who encounters one of our less fortunate brothers/sisters along the way, may wonder what we, individually as well as collectively as a society, can do to make sure things get better for the next generation of young boys of color. The answer is: Lots!

For starters, as individuals we can contribute our skills and talents towards mentorship programs within our communities. As mentors, we can play the same role that the "person of influence" once played for us, and help to shape the future of at least one at-risk young boy/man.  That will be our personal contribution to giving success a chance.

But while individual action can be lauded, it is societal action that will really make the difference in the lives of hundreds/thousands of young men of color who find themselves on the fringes of society today. They are lost, and are looking for a sense of belonging, a sense of identity, and a sense of purpose. To successfully bring them back into mainstream society, and make them productive members of communities, there is need for systemic early intervention programs to be put in place. And the best ways to do that are through mentorship programs that are focused on serving the needs of those at-risk individuals.

The objective of such programs should be to take boys at their formative age, pre-schoolers or those in pre-secondary schools, and nurture in them a sense of purpose by offering them the support they need to transition successfully into adulthood. At a very high-level, the formula for success through mentorship is to:

• identify at-risk individuals early on in their lives 
•  coach and counsel them away from their risky lifestyle 
•  offer them strong role models to look up to 
•  help them build a strong academic foundation 
•  offer them a chance to go to college/other higher institutions of learning 
•  provide them career counseling, advice on health and wellness, financial responsibility, leadership, crises management, respect for authority and social responsibility 
•  guide them into the workforce

Schools can come together and collaborate with communities, industry leaders and government agencies to make success for these young men a reality. Some of the roles/responsibilities that each of these groups will need to assume include: 

• help guide a steady stream of deserving mentees into the program 
•  provide rooms/buildings and other logistical support so mentors and mentees can meet regularly 
•  commit (and pay for) the time of successful individuals (within an organization or institution) to act as Mentors 
•  give mentees access to visit businesses and other commercial enterprises to get a firsthand look at what "success" looks like 
•  open up opportunities to mentees to receive (paid or unpaid) work experience 
•  collaborate with various partners to help rehabilitate/re-integrate mentees who may fall afoul of the law 
•  keep track of each mentor, his progress, failures, successes

Schools will initially need to actively reach out to all of these groups in order to put the program together. School administrators will then also need to work hard to oversee the program and keep all other stakeholders apprised of its progress. But mainly, it falls to the schools to continue to keep their partners engaged and interested in the program.

The Building Blocks

The building blocks for a successful mentorship program have already been outlined by a Presidential Task Force that was expressly set up by the Whitehouse to help young, at-risk (including boys of color) individuals carve a path to a successful adulthood. Experts identified a number of predictive milestones that were critical for young men to achieve success as they transition from adolescence into adulthood.  

These include: 

1.    Getting a healthy start and entering school ready to learn: The recommendation includes ending the practice of expelling and suspending preschoolers, while also focusing on their health and developmental needs

2.    Reading at grade level by third grade: Which can be achieved by reducing the word gap that now exists between boys of color and other racial groups, through encouraging greater participation by teachers, students and volunteers in reading programs, both in schools and at homes

3.    Graduating from high school ready for college and career: This involves focusing on "problem schools/districts" with high dropout rates, as well as taking a fresh look at disciplinary practices so that we can help boys of color stay within the schooling system for longer, so they don't drop out prematurely

4.    Completing post-secondary education or training: The focus of which is to increase college completion rates by supporting students with tools such as dual enrolment in high-schools, as well as access to Advance Placement programs

5.    Successfully entering the workforce: This can easily be accomplished by making summer employment opportunities more accessible to young men of color, while also giving them access to pre-apprenticeship and apprenticeship programs

6.    Keeping kids on track and giving them second chances: The main focus of which should be to reduce violence amongst youngsters, promote racial and ethnic bias within our judicial system, and helping young men more easily re-integrate into society once they do have a "brush" with the criminal justice system.

While these are broad and far-reaching goals, the steps outlined above could easily be used as a starting point by schools and local communities to create their own unique mentorship programs. Organizations keen on seeing the next generation of young boys of color enter adulthood successfully, can use these guiding principles as a blue print around which to build programs that deliver counseling, role modeling and mentorship for these young boys. 

Get It Right!

When planning to put mentorship programs in place, it is extremely important to keep one fact front and center: The building blocks discussed above are just that - Building Blocks. This not the plan in its entirety. They are like a few lines on a blank page, which must now be fleshed out in order to complete the plan.

Every school district, every community and every school and educational institution is unique. They each have different socio-economic challenges. Each has its unique mix of young men of color (African-American, Latino, Hispanic, Asian and other racial groups), which gives rise to a unique set of socio-cultural challenges for a mentorship program. 

Although ideally mentees should be groomed and prepared to embrace their futures anywhere across the country, because of the local environment in which the mentorship program is established, that might not always be possible. Mentorship programs should therefore not work completely in isolation to the environment in which they function. Taking what works in an environment where opportunities for young men in the high-tech sector abounds, might not work well for a program that's mentoring young boys who live inside a predominantly industrial or agricultural setting. The building blocks must be tailored to fit the environment.

It is extremely important for the mentorship program to be staffed and supported by individuals who are culturally sensitive, and motivated to getting it right. Mentors must be trained, preferably (but not necessarily) certified to act as Role Models and Mentors. At minimum however, a core team of Mentors should be drawn from a cadre of seasoned/qualified mentors that have had several years setting up, running and managing similar programs.  

The choice of mentors is extremely important if the program is to achieve its stated objectives. Clearly, mentorship is about being able to relate to the mentee, and having the mentee relate to his mentor. While every effort should be made to have men of color act as mentors to young boys/men of color, be open to the fact that this "ideal match" may not always be possible. In some cases, well respected figures (Community Leaders, Sports Figures, and Celebrities) can also mentor across racial groups.

As indicated earlier, the mentorship building blocks discussed encompass some really lofty goals and ideals. And to accomplish them will take a lot of resources - including time, effort, funding, and opportunities.  No single school board, community or educational institution can provide those resources by themselves. The only way to achieve success is through public/private partnerships. The Presidential Task Force recognized this, and has called for strong cooperation between a cross section of society - including government, business, non-profit, philanthropic, faith and community partners - to pitch in to ensure success.

Making a start

Schools can make modest beginnings to their mentorship programs by initially focusing on mentoring young at-risk boys of color on a small scale. Small groups of boys could be put under mentorship of a popular teacher or a well-liked coach, who can act as role models for the boys.

Reaching out to community and industry leaders, to visit the school occasionally to speak with students and socialize with them, could also be a good start.

Businesses and other institutions (government agencies, not-for-profit groups) could be approached to provide any assistance they can (after school events, uniforms and equipment, transportation etc) offer to achieve program goals.

Schools can also reach out to and work with existing mentorship programs, including:

100 Black Men of America, Inc

The Black Star Project

The Steve Harvey Mentoring Program for Young Men

to learn from them, and implement best practices that these programs might share.