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.

Building Non-Cognitive Skills in Students to be Successful in College

Although success in life is mostly attributed to the kind of education one has, their profession and their intellectual capabilities, the importance of non-cognitive skills is something that seems to have taken a backseat when it comes to imparting education in the nation. When considering the importance of non-cognitive skills in one’s life and the role it plays in shaping an individual, we realize how important it actually is.

How education is viewed and why it needs to be corrected?

The term educated often refers to a person with the knowledge of theories and practices of different fields and areas of expertise. Based on this very definition of education schools and colleges impart theoretical learning through mediums such as books, CDs and classroom-teaching. What is completely overlooked is that what one does with the education they have acquired in school and college. The way each individual uses their knowledge depends on their non-cognitive skills and how they perceive their education. In order to make sure that students are able to put their education into good use and be successful in life emotionally, professionally and personally, building strong non-cognitive skills in them is indispensable.

What are non-cognitive skills and how to impart them to students?

Unlike cognitive skills that relate to learning, problem-solving and attention-paying skills of individuals, non-cognitive skills refer to thoughts, feelings and behavior. The thought behind non-cognitive skill tells us that apart from being able to solve math problems or memorize chemical formulas, students should be capable of socializing, being emotionally developed, practicing self-control, and working in teams among others. The best time to start imparting these skills is when students are in school and are at an age when their personalities can be shaped. However it is never too late to start for anyone. The task might be a bit more difficult when it comes to college students as they have matured and have their own opinions, but it is not impossible. Through soft-skill classes and conducting personality tests that point out areas of improvement in their non-cognitive skills, students can focus on working on these areas that will help them prosper in college and at workplace.

Importance of non-cognitive skills in college and workplace

College and offices are places where students and professionals are completely on their own. They are not shielded by parents, teachers and counselors as they were in school. Their ability to make place for themselves, work with others in a group, create healthy personal and professional relationships, and building good work ethics, all depend on how developed their non-cognitive skills are. Creativity, communication skills, persistence, self-regulation, and self-control are some of the other important non-cognitive skills that are indispensable for success in life. Employers too stress on the non-cognitive skills when interviewing employees. They are concerned if the employee will be a good fit for the organization or not. Since they can be trained in the cognitive skills that are required for the job, hence non-cognitive skills are something they would look for in the interviewee first.

Through proper guidance, workshops, soft-skills tools and courses, non-cognitive skills can be built in both school and college students to shape their personality well so that they come out as a winner at whatever they attempt.

Designing Ideal School Environments for Boys and Young Men

By Anthony L. Hubbard

Studies, surveys and research over the last few decades have proven time and again that single sex schools function better to serve students in a more wholesome way as compared to coeducation schools. It is a proven and widely known scientific fact that boys and girls develop differently at different ages, both physically and psychologically. Single sex schools are better able to modify their assessment and training systems to accommodate these developments, since they have to only optimize it for either boys or girls, instead of for both.

The central idea behind this discussion is that urban boys, especially those of color, should have access to high quality public school education on par with private educational institutions to help them succeed academically and professionally. African American children should have high quality single sex education centers, which concentrate on developing them as unique individuals and provide them good role models from within their own community who they can readily identify with.

Designing and creating a good single sex school for young African American men

What are the parameters and factors that need to be considered, analyzed and customized to create single sex schools that can provide unique learning ecosystems to young urban African American boys and men? We discuss a few vital parameters here that need to be considered when designing a single sex school for boys, and how to go about doing it right.

Developing a vision and mission – It is the first and most important step in designing a good single sex school for boys. Knowing the reason behind starting a school and the results you wish to achieve, forms the foundation for designing a good school.

Your vision should enumerate why you wish to start a single sex school for African American boys in the city. It should clearly state what your idea is, why you wish to pursue the idea and what you plan to achieve by pursuing and implementing your idea.

Your mission should talk about how you plan to achieve the results and impact you have detailed in your vision. It should also talk about the values you wish to incorporate at the core of all your work.

The mission should take into consideration the following differences in genders and optimize educational plans for boys:

• Boys take more time learning vocabulary, writing and language skills.
• Boys are better in computation and motor skills related activities.
• Boys tend to move around a lot, prefer playing outdoors and using touch and physical handling to discover new objects.
• Boys also tend to be more aggressive, which means you will have to plan for avoiding or discouraging fights at school.

Teaching/learning/academic support and assessment systems – This refers to the various systems in place to ensure the school moves successfully towards fulfilling its vision and mission. The school education system should be designed such that it helps both students and teachers to develop their skills and grow over time, making the education system beneficial for all those involved.

It should have programs for teachers, educators and other academic staff at schools to help them understand the changing social, economic and legal structures related to education. This could include regular training and workshops, along with tickets for local, national and international educational conferences.

Sports should be given a lot of importance in the curriculum and boys should be encouraged to engage in healthy competition. Physical education and exercise should be made an intrinsic part of the entire education setup. Such physical activities help boys deal with all the youthful energy in a positive way so that they can concentrate better during classes.

It should have special programs and assessment systems in place to ensure students learn to the best of their ability and teachers are able to provide high quality education. Assessment systems should help better learning among students, should be fair to all and should be constantly reviewed and updated as students’ requirements change.

School climate and culture – The school environment should be inspiring, comfortable and ensure safety for all students. No matter how young or old, big or small, strong or weak a student, he should not feel endangered at school. He should be able to feel safe and secure within the premises and gain confidence to feel that way in the outside world as well. The school should feel comforting and nurturing to every student who comes to study.

Creating such an atmosphere at our school requires careful thought and consideration during the initial stages of designing a school, with detailed reviewing of plans on a regular basis to ensure it serves the purpose of good education well. You need to talk to students about concerns they might have about going to school, instances of bullying and feeling left out due to interests that are different from most other students, so that you can think of all that needs to be included in your design to make your school student-friendly.

A conducive environment for a boys' school should also incorporate a lot of physical activity. The seating arrangement should be such that they can keep moving around, as that would help them concentrate better.

Culture at the school should be one that is inclusive and unbiased. Cultural differences and uniqueness should be celebrated, encouraged and upheld as an asset to the school than as a liability. Diversity helps students get acquainted and be comfortable with differences among people, helping them adapt to the outside world much better and more easily.

School counseling and guidance – Most young boys go through developmental phases, where they are unsure of who they are, what they want to do with their lives or what choices they need to make in life. It is essential to be able to address these concerns at school, so that every student can perform well academically without being bogged down by problems and lack of guidance.

There needs to be a dedicated space with experts, where students can go to talk about their problems, ask questions and get help regarding personal, academic and professional queries. This space needs to inspire students to feel comfortable and open up about things that are bothering them, to actively seek out guidance and counseling without fear of rejection, ridicule or judgment.

Overall, single sex schools for boys need to take into consideration the following factors during planning and implementation of the school design and curriculum:

• Vision and mission that takes into account gender differences, so that the school is optimized for boys to study well, learn better and excel in life.
• Teachers should be made aware of gender differences and trained to teach boys in a way that they understand and learn.
• The school climate should be conducive for boys to move around, be physically active. It should be a place where they feel physically and emotional safe and secure.
• Counselors and guides who understand boys well should be appointed to talk to boys who may be facing problems at home, school or with other facets of life. They should feel understood and have someone to guide them the right way.

Well-designed single sex schools for urban African American boys and men can go a long way in putting them on an equal platform with their urban peers and help them succeed professionally. It can assist them with making informed decisions about their career and life, enabling them to pursue their goals with absolute passion and dedication.

African American School Students - Why They Lag Behind and How to Help

By Anthony L. Hubbard

African Americans are one of the biggest minority communities in the United States today. The community has, however been having many problems mainly with education, which seems to be continuing with no end in sight. There have been many studies done through the years about the problems faced by the community, but they have mostly looked at the differences between the African American community and the majority population in the country. However, recent surveys have shown that there are differences even within the community, which have not been adequately studied or worked upon.

Gap between African American girls and boys in school – is it real?

Although earlier researches have taken the community as a whole, it has been more recently observed that there are differences between the academic performance of African American girls and boys. From as early the fourth grade, there are differences that have been noticed between boys and girls of the community. On the whole, girls seem to be doing much better academically than their male counterparts, a difference that starts off early and carries through to university and beyond. It is now clear that the internal academic differences between the members of the same community are a reality and not a misconception.

Be it K-12 or higher, girls seem to perform much better than boys academically. Of all the youngsters who graduate from the community, 62 percent are females. The gap is much higher that what is seen among other majority and minority communities in the country.

Reasons for educational gap between African American boys and girls

Since it is a trend that has only recently been observed, there is not much known on the subject. There is still a lot to be analyzed when it comes to the reasons for such major differences in academic performance within members of the same community. However, initial surveys and studies have suggested a few possible reasons for these differences, including emotional and health issues.

• Although most African American boys and girls come from similar socio-economically classified families, girls seem to cope better than boys with their socio-economic problems.
• Cognitive development among boys has been tested to be lower than girls of the community, even from a very young age of 24 months.
• Girls also did much better as far as physical health and wellness was concerned compared to boys from their early years.
• Boys seem to have more trouble forming close-knit relationships with others in their family and community, while girls seem to have strong ties with family and society. The security that such attachments brings could make a lot of difference and explain to an extent why girls seem to perform better academically.

However, there are some factors that keep all the youngsters of the community unmotivated and unwilling to strive for success, irrespective of whether they are girls or boys.

• There is a strong fear of failure in all the children and youngsters of the community, which keeps them from trying hard to succeed. They rather look like they do not care than as those struggling hard, but are not able to reach their goals.
• Many students from the community go to schools that have a known history of students dropping out and not graduating. Bring in an environment that is so demotivating where they see their seniors dropping out frequently, there is no motivation for these students to strive hard to graduate or do well academically.
• There is a lack of good role models within the community or even at school for many African American students. Not having someone they identify with to look up to, it becomes more difficult to set goals and realize that they can achieve their aim if they try.

These are a few of the reasons that are seen as possible explanations to the differences among boys and girls of the African American community and the gap in their academic performance. They also try to explain why students from the community suffer as a whole academically.

Strategies to help African American students perform better at school

Teachers play a huge role in students’ lives, spending more time with them than their parents during their schooling years. So teachers can make a big difference to African American students and their academic performance.

• Making teachers more aware of the community – their way of taking, behavior, socio-economic problems and so on – could go a long way in their attitudes towards African American students and how they deal with them. It could help teachers look beyond prejudices and stereotypes and treat these students as equals rather than as intellectually lower.
• There should be regular workshops and training sessions for teachers who deal with a lot of African American students. These sessions and workshops could teach them more about the history of the community. Understanding the community and their culture better could help teachers understand the behavior of students and deal with them more effectively without making them aggressive or offending them.
• Teachers could take time out to train and guide weaker students from the community to help them excel academically. They should not have lower expectations from students of the community, because knowing that someone believes in them and expects them to do better is a great motivation for those struggling to find motivation.
• There should be unbiased counselors and guides for students who may have problems at home, either with family of friends, which may be affecting their academic performance. Having someone who they could speak to freely and not be judged can  help these students clear their mind and concentrate on their academics.

These are a few strategies that could possibly help African American students perform better academically from early on, so that the percentage of those graduating from the community increases. What the youngsters from the community seem to need is some real motivation and guidance of how to get ahead in life by doing well academically.