Educational Impact: Why Student Voices Matter on School Boards

In spring 2016, the U.S. Census Bureau released a stunning figure: topping just over 75 million, the Millennial generation finally surpassed Baby Boomers in population. These young people, ages 18-34, are rapidly becoming America’s largest generation with an economic and political clout to match. But even though younger voters have been an instrumental part of political and cultural shifts in America over the last several years, there is one place young people are still fighting to be heard: school.

More Millennials have bachelor’s degrees than any other generation before them and, yet, whether you fall on the younger or older end of the generational spectrum can determine a lot about your student rights.

Since school boards were first established in Massachusetts in 1862, Americans have cultivated a rich history of democratic representation and local control in education. Whether a parent or a business owner, you have the chance to hold a direct voice in public and private schools of all kinds.
However, if you are a student, this choice often does not exist.

American school boards are filled with representatives from across the political spectrum at the state and local levels, but too often they have failed to include those directly affected by the choices of the board: students.

A few universities, traditional public schools, and charter schools have been testing student representation, but more often than not, students are the very demographic continuously lacking representation by their governing bodies. As a student, you simply don’t have a say in the decisions impacting your future. How fair is that?

Recently, one Rutgers faculty member raised this very concern. While the university’s Board of Governors had representation from interested parties and alumni, often these board members were 10-40 years removed from university life. The members were completely unaware of new problems affecting current students, such as the need for mental health services and basic changes in curriculum.

The same can be said for schools across America; and not just at the college level.
Over a 4-month period in 2016, U.S. Bureau of Labor Statistics (BLS) reported that nearly 21 million youth between 16-24 were employed in the U.S., and these numbers demonstrate the responsibility and influence young people have in their communities. That influence is only growing. So, why can’t these students – who are talented and hardworking enough to hold jobs - also have a voice and a vote when it comes to their education?

This lack of student rights across America raises concerns about the nature of our educational environment itself.

When economic and political interests can carry more weight on school boards than the concerns of students, it is evident that a democratic and student-centered approach to education is lacking. Allowing students to vote in the highest positions of school districts, university leadership, and traditional public or charter school governance demonstrates a strong commitment to student success.

Student representation brings forth fresh perspectives and on-campus knowledge otherwise unknown to school boards, but it also more appropriately reflects the vested interest young people have in their own futures and our American communities overall.

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Today, we’ve reached a critical point in the Black Male achievement conversation – which means it’s time to stop having a conversation and start taking action. So far, there is no “perfect solution” that can guarantee the success of Black males in the US – the problems of pernicious institutionalized racism, poverty, and a system that’s built to victimize Black males are enormous.

But there is no longer any time to waste. The problems are worse than they’ve ever been before – as of 2014 only about 54% of Black students graduate from high school – and Black males in the twelfth grade have lower average reading test scores than any other ethnic or racial group.

The numbers don’t lie – even as colleges and high schools around the US boast about their exceptional achievements and the bright futures of their students, it is evident we are leaving our Black males behind.

It’s time to stop talking about how we can promote Black male achievement – and time to start taking action. Let’s discuss some novel strategies that could help promote Black male achievement, and have a serious impact on the issue of the “Black Male Achievement Gap.”

Force Schools And Administrators To Recognize The Problem – And Take Action

One of the biggest issues facing Black male achievement is that many schools – especially public schools – fail to acknowledge that Black males are uniquely discriminated against within the system.

Too often, we hear about Black males who are rejected by administrators. They’re written off as “bad seeds,” and sent directly to the “school-to-prison” pipeline. This is not a myth – it’s a fact and needs to be acknowledged as such.

Black males are 4x more likely than white students to be suspended, and over 70% of in-school arrests involve Black or Latino students. Not only that, Black males are 2x as likely to not complete high school – and 68% of all inmates in our federal prison system doesn't have a high school diploma.

We must break down this system of apathy, hate, and institutionalized prejudice. We must recognize that Black males are now more naturally prone to violence or misbehavior than any other group of students – they are products of their circumstances. Poverty, broken families, abuse – these stresses take their psychological toll on our Black youth.

We must force administrators and schools to acknowledge the problem of institutionalized racism – and set aside money for programs and initiatives that are specifically designed to increase the achievement of Black males.

Black male mentorship programs, Rite of Passage programming, and other after-school programs may not be the newest solution around, but they’re proven to work. Males that have participated in such programs have also experienced an increase in academic performance.  These programs are tailored directly to Black youth – and can have a dramatic effect on Black male student outcomes, and help us narrow the achievement gap.

Bring Black Male Students Together, And Present A United Front

Our young Black men in high school often feel targeted, victimized, or alone – and it’s critical that we take steps to solve this issue.

Black males must be taught the skills to navigate and advocate for themselves within the system.  They must take a united stand and say, “no more shall we be pushed to the side and made to feel invisible.”  A radical approach is needed, meaning getting down and understanding the root cause of the problems facing our young men.  Then force change within a system that appears partly invested in solving or improving the educational experience of these youth.  Often, lack of funding, time and capacity are excuses to continue the status quo.  But I ask, where are the education dollars going?  -- Not too many schools in our most economically depressed neighborhoods, not to recruit highly qualified teachers to teach our nations most disenfranchise youth and surely not to create pathways of opportunity for Black males who are facing a high probability of school failure.

We must create an environment that Black males feel welcomed, care for, loved and nurtured.  We must remove the mindset that all Black males are destined for failure.  We must empower our males to be an active participant in their education and make curriculum reflective of their culture and experiences.  I know this is difficult to do in most traditional school settings -- but here’s a thought experiment for you. Why can’t we have more schools that are specifically targeted to [I almost said “at-risk,” but “at-risk” makes it seem like it’s the student's fault] Black males or males of color for that matter?

After-school programs and community organizations can only do so much for our Black males. By implementing a specialized schooling system that focuses on educating and preparing Black males – and not on punishing them – we can arm them with the tools they need to narrow the achievement gap and succeed in life.

There are many of those who believe in the myth of “self-segregation” – and may not approve of this idea. However, the fact of the matter is that the inherent prejudice of the public and private school systems is the primary cause of much of the Black male achievement gap.

Yes, though no education system can be entirely free from failure, a school tailored specifically to youth of color could implement culturally responsive programs and classes that would provide a more engaging learning environment – and provide students with the tools they need to succeed in their life after school.

There Is No “Perfect Solution” – But That Doesn’t Mean We Can’t Act Now!

If we wait around discussing the issue of the Black male achievement gap until we find a perfect solution, we’re leaving our Black students behind. It’s just that simple.

So don’t wait for a perfect solution. If you’re an educator, administrator, or a member of the community, it’s time for action. Even if you can only help one Black male at a time, that’s enough.

We can’t leave our future leaders. If we work together, we can improve conditions for Black youth – and help narrow the opportunity gap for young Black men. The journey will be hard, and the obstacles may seem insurmountable – but our men are worth the investment.

Embracing Conversations about Race in Schools.

By Anthony Hubbard

Discourse about race dominates American life

'Race' is the ugly word that dominates American life in a near complete negative manner despite the fact that large portions of the country voted twice to elect an African American president. The term race forces us to confront horrid factors such as institutionalized discrimination, widespread poverty and paranoia, distrust and despair, criminal justice failings, police brutality, and widespread racial discrimination.

In the current scenario, conversations about race extend well beyond the plight of millions of blacks. It covers Latinos, Asians, Muslims, and several persecuted minorities. Open up a prominent national newspaper or switch on cable news, and you'll find several horrific news stories that ensure that racism remains an omnipresent conversational topic and with good reason. At most schools and colleges, we fail to sensitize America's children about race issues at an age when their minds are very vulnerable to internalizing subtle forms of racism. Successful classroom engagement is essential to reducing problems related to race in our society.

Educators must engage in race-related topics objectively

In urban settings, at times, it can feel like America exists as a post-racial society, and this is often the first myth that educators should dispense off with an evidence-based approach. Before engaging the classroom on the topic of race, teachers must gather all the facts that support their argument and methodically incorporate it into their classroom environment. Interracial conversations about race are bound to be dangerous and can go off track very quickly, hence, it is essential to be prepared with as much care as possible.

Engaging in conversations about race in your classroom could impact generations of individuals, as education is the only way we can end the racial differences at the core of our society. Colleagues may not be enamored about an educator's desire to talk about race, and confronting your colleagues about its importance requires a significant degree of courage and education.

Your courage could shape the way students think about race forever

Educators must understand that opening up a dialogue about race is far better than leaving it unsaid or unspoken. Having a direct, objective, and courageous conversation about race could positively impact the life of all your students. At the least, bringing up the topic in the classroom will provide it with legitimacy, and convey the importance of discussing it with students of all races.

It is important to repeat your points in a clear, lucid manner that definitively reiterates the core of your message. Repetition is one of the most important tools in the hands of educators, and it is vital to ensure that students hear what you are saying instead of what they think you may be saying. Clarity and engagement are the best things educators can provide to their students in such discussions. Reinforce factual information without resorting to gross generalizations and statement of biases. Provide students with the platform to air their views and encourage arguments that steer clear of emotional agitation and name-calling. Allow all students, not just minority students, to state what they feel so that you can understand how incorrect opinions can be altered for good.

Expect discomforting discussions and arguments

One factor educators cannot control is a student's previous engagement with racism, picked up from the world around them. Naturally, discussion of such a controversial topic is bound to lead to awkward and discomforting situations. As individuals, we are constantly socialized into differing views on race based on our external environment.  This can lead to excessive degrees of cognitive dissonance when one person's opinions do not align with the opinions of the surrounding others. As an educator, you must allow students to argue with you and each other without 'otherizing' the opposite views or views you may completely disagree with.

Educators may need to set basic standards for decorum before proceeding with a discussion about race. Elucidate to the students the importance of rational conversations based on facts and logic instead of emotional conversations based on inherent stereotypes and biases. Educators must strive to normalize the presence of differing perspectives before clearly imparting the fundamental mistakes behind certain views. When you are trying to explain to a student why, for example, constantly passing jokes about all blacks being thieves, is incorrect, you should not belittle a student, but expose the dangerous statements and very real statistics behind such statements. Make the intellectual appeal and not the emotional appeal.

Speak the truth and encourage students to do the same

Beyond all else, the truth requires absolute courage. Share your experiences with racism and its impact on individuals in your life. Share your truthful opinions even if it may be unpopular with colleagues and students. When educators share their honest opinions, their colleagues and students may be able to point out inherent misconceptions and mistakes.

Conversations about race can be a two-way learning experience and you may become aware of your incorrect beliefs and misconceptions, which may have seemed based on facts. The truth is capable of setting both you and your students free. Addressing honest misconceptions and incorrect opinions are much easier once heartfelt sentiments have been shared.

Accept a lack of closure

Conversations about race will typically provide no conclusion, and at the very least, competent educators can encourage students to think differently about long-held beliefs. As an educator, your primary job is to ensure that students are aware of the severity of the problem at hand and encourage them to empathize with the problems of millions of people around the country.

At the end, students should be able to realize that, classroom discussions cannot provide closure for burning issues that are not closed in the real world. At the very least, students must be sensitized to the plight of racial minorities, and as a result of your discussion, they could be encouraged to seek tangible solutions to the multi-faced problems at hand.

The Value in Single Sex Schooling

A case for more than just "learning: for boys of color, Anthony L. Hubbard

Facing the truth
 

Schools across America report unacceptably high levels of dropout rates (exceeding 45%) for young males of color, including Latinos and African-Americans. And as a result, young boys representing this segment of America's future have a lesser probability of enrolling or graduating from college than many individuals from other peer groups.  

And while young male students across all demographics might exhibit resistance to learning, or face challenges in a learning environment, it is males of color who are most likely to be determined as having a "learning disability", or worse still of being branded "developmentally disabled". 

The truth is that young boys of color face an uphill struggle distinguishing themselves within the current education system. They more likely to deliver poor academic performance, and are less likely to secure spots on coveted scholastic talent programs. In a country that has its first President of color, a man who is acclaimed for his educational accomplishments, the status quo of education for young men of color is unacceptable.   

Something needs to change quickly, or America may face yet another crisis of a generation of young men of color that are lost!

Read more:  Complete article here

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

 

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

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[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

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