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.

Teacher Education Programs Don't Adequately Prepare Teachers For Urban Schools.

By Anthony L. Hubbard

So, you just graduated from a 4-year college with a teaching degree. You did some student teaching at a local suburban elementary school – but that’s not where your passion is. You’re interested in teaching at an urban school in the most challenging neighborhood.

Why?

Because  you want to make a difference. You want to change lives. You want to teach the kids who are the neediest and help them escape a terrible situation.

Or at least, that’s what you think you want. The truth is, most teacher education programs leave you unprepared to deal with the day-to-day reality of teaching in an urban school. To be completely honest, urban schools are a tough environment – for both teacher and students.

Poverty leaves its mark on every student – and many of them cope by turning away from teachers and authority figures.  They enter your classroom with distrust and guarded.  Many have suffered trauma that has gone untreated, while others don’t see the importance of education. 

So let us take a look at some of the most common things that surprise teachers who attempt to teach in urban schools, and discuss why education programs don’t adequately prepare teachers for this educational environment.

Relationships Are At The Core Of Your Ability To Teach

Here’s the thing about young people in urban schools – they’ve seen it all before. A white, middle-class teacher comes into their classroom, freshly out of college or Graduate school. They’re raring to go – and they want to have their “O Captain, My Captain,” moment with their class, and change their lives.

Then, as the year goes on, the teacher gets frustrated. The kids are cynical, mean, or ignoring them – and don’t seem to have any interest in learning. Teachers become snarky, disengaged and frustrated.  After a year, the teacher is so discouraged that he/she leaves – probably to teach in a charter school or a cushy suburban school.

The leaving of potentially great educators happens over and over again, and the reason is simple – relationships are more important in urban schools than anywhere else. If you want to have an effect on the lives of your students, you must connect to them on a personal level, and genuinely show that you care about them.

This is in contrast to the attitude that many first-time teachers enter with; the idea that their students need “saving,” and that they’re the ones to do it. Students don't need to be saved by you. They need to be empowered. Students in this environment don’t want your pity.  They want to feel normal.  And if you can connect with your students, be honest with them, and create a meaningful relationship, you will get through to them.

Conflict Is Normal – And You Need To Manage It

Poverty and the stress of life associated with it takes a severe mental toll – especially on developing children. Many kids will react by becoming combative and aggressive or withdrawing completely into their shells. These behaviors are especially prevalent in teenagers and pre-teens.

Most teacher programs have a minimal focus on conflict resolution skills. These programs operate in a sort of “bubble” where your classroom is obedient, respectful, and conflict-free – and this is never the case.

You’re going to need good conflict resolution skills. If the conflicts are minor and don’t escalate, it’s best to provide your students with the tools required to solve them on their own and act as a facilitator. Because if you rely on school administrators and school resource officers to solve the conflict, you’re going to alienate yourself from your students.

Some Things Are Out Of Your Control – And That’s Okay

There is no mistake that when you teach in an urban school, within a disenfranchised neighborhood, with students living in constant state of crisis - there will be things that are out of your control. You can’t make sure all of them have a warm bed to sleep in at night, clean clothes, or enough money for lunch. You’re not their savior, and you can’t do everything on your own.

But what you can do is teach. When students are in your classroom, you’re in control, and you really can make a difference if you persist, form great relationships, and connect with your students, you will be able to watch them improve – and that’s the best feeling you can have as a teacher.  Remember, the mission here is to equip your students them with a strong educational foundation that will give them a fighting chance of improving their life outcomes. 

Teaching In Urban Schools Is Hard – But Don’t Be Discouraged

If you’re looking to teach in an urban school, that’s great! I’m glad that you’re thinking about using your talents to reach young people who are disadvantaged, and who may lack a strong mentor or role model.

But it’s important that you understand that this will be difficult. There is a reason that some urban schools have a 3-year turnover rate of over 50% – most teachers are not properly equipped by their education programs to handle the stresses of teaching the nation’s most challenging students.

But if you understand that you’re a teacher – not a savior, that you must build relationships with each one of your students, and that you can encourage learning by facilitating an open, safe environment for your students, you’ll have a much better chance of success.  Make no mistake, there will always be students that latch on to you, and you will become their superhero, the cool teacher, their mentor - but just let it happen naturally. 

It will be hard. You may want to quit. But if you persist, you’ll be rewarded – and you’ll truly make a difference in the lives of your students.

The Need of the Hour - To Educate Boys and Young Men of Color

A nation is formed by the contribution of every single one of its citizens. It grows, flourishes, progresses alongside its people. In the same measure, it fails to achieve its optimal development when a section of the citizenry is denied the ability to give their best to their homeland. In the U.S., where the fabric of society comprises of many hues and textures, it is indeed surprising, even shocking, that young men of color are yet to receive their due, their fair share of the resources that the country has to give. This is most evident in the skewed educational landscape we witness. The facts about young men of color that are commonly known are:

• Young men of color enrolled in America’s urban schools do not demonstrate the academic excellence that paves way for successful higher education or lucrative career

• A disproportionate number of young men of color have low attendance at school and high dropout rates when compared with their counterparts

The Big Picture that is often Hidden

However, the big picture that emerges when you start exploring why this situation exists is not quite as well known or well publicized:

• Due to a variety of historic, cultural, social reasons, the families of these young men have been kept out of the more upscale, prosperous neighborhood, thus limiting their ability to enroll at the best urban schools in the country.

• Studies reveal that young men of color are far more likely than their peers to attend schools where the quality of teaching is below par, with fewer experienced teachers available and accessible.

• These young men are also far more likely to attend schools where educational resources are heavily limited and restricted, thus restricting their ability to take initiative for their own education in the absence of high quality teaching. These resources include science labs, libraries, athletic programs and so on.

• The schools they attend may also typically have a dearth of qualified, experienced counselors meaning that these young men of color have no one to turn to for guidance and support in making the right career choices. This is especially a huge challenge for first generation school students who come from a family where no one else has had an opportunity to study.

• A host of factors, including these prevent these young men of color from graduating from school with the necessary preparation to take up higher education at a quality institution. This means that the cycle is repeated, restricting the student’s ability to hone his inherent skills into professional qualifications that will get him a job where his full potential is utilized.

Young men of color are denied the chance to give their best to America

The situation is a very unfortunate one because it is not only these young men of color who are at the losing end. It is, in fact, the country that is losing out and quite significantly. Unfortunately, this is one aspect that does not receive the attention it deserves. The reality is that no country can progress as well as it should unless every section of the population is given the opportunity to explore their own talents and skills to the maximum. No country can flourish unless every such section has access to resources that let them discover their inherent skills and develop them. And no country can optimally develop and succeed unless every such section is integrated into its workforce in areas where their skills can be leveraged to the maximum. 

In an ideal society, every single student is given equal educational opportunities, has access to teachers and learning resources to identify the ways in which they can excel in life. This is a first step that lets students achieve personal success and position themselves as an integral part of society. It also puts a full stop to the vicious cycle of poorly educated adults failing to recognize the need to get their children educated, thus fostering yet another generation of young men of color unable to contribute to society and nation.

Education is Key to Safeguarding the Nation’s Resources

Young men of color face several prejudices, most common among them being that they are aggressive and more likely to engage in criminal activities. The statistics that show the immense number of young men of color engaged in unlawful activities only add fuel to this fire. However, explore the facts with a closer look at the causative factors and a very different picture emerges. If we are able to equip these young men with the education they need to succeed in a constructive career, we can effectively channelize their energies in the right way. These students can become the men who stand first in our line of defense, who build the businesses that will take America to new heights, who come up with innovative ideas that will position the country as a world leader. 

If we ignore that the country is failing these young men who have untapped potential, we also close our eyes to the fact that we are committing to reserve many, many resources to an unproductive cause. This is because the lack of education will force many of these current generation youngsters into the wrong path, prompting them to engage in anti-social activities. In later life, many of these young men may ‘graduate’ into more serious crimes, requiring the investment of state and national resources into identifying them, controlling them and incarcerating them to keep them isolated from society. 

The Great City Schools of America have already recognized that the roots of the problem lie in the formative years of young men of color. The 60 urban school systems have pledged to invest efforts into eliminating the inequities that hamper the growth of these students. It is up to every one of us to accept our share of the responsibility in ensuring that young men of color are given the impetus, the tools to become society’s most respected, most valuable assets instead of forcing on them a life that can only take them and the country, with them,

How to Reverse the Effects of "Summer Melt"

Summer melt is a major problem facing students across the US. Summer melt occurs when a student commits to attending a college post high-school graduation and even pays a deposit to secure this commitment, but fails to turn up at the college following fall. This phenomenon is largely seen mostly among students from low-income households, ones planning to attend two-year colleges, and students of color.

There are a number of reasons that are attributed to summer melt. The top three reasons being: the cost of further studies, social anxiety and informational barriers.

Cost of funding college education

The biggest barrier for students of color from low-income households is the cost of funding education, stay, and other living expenses once they start college. College education can be expensive and living expenses added to it can become a major source of tension for students. Faced by this problem, they prefer to shut the idea of going to college altogether.

Providing finance focused counseling to these students can help them understand the ways in which they can fund their education and living expenses and lower their chances of melting. Giving financial aids and grants to these students might also help in getting them to college as there might be many students who are genuinely interested in getting a college education, but financial problems are hindering them from getting one.

Dealing with social anxiety

Transitioning from school life to college life is quite a different experience. Students are no longer bound to school routines and have much more freedom when it comes to social engagements. But this very freedom can lead to social anxiety as youngsters try to remove themselves from the shell and reach out to new individuals, groups, and communities and make new friends. Many a time, the thought of being unable to make new friends and belong to the new institution make students melt.

This can be taken care of by forming communities through social media platforms that keep students in loop and up-to-date about the events at the college and facilitate finding new friends and interact with students who are already studying at the college. This will help students mingle better, make new friends, and look forward to meeting them when they go to college the following fall. College developed social communities should make it a point to reach out to every registered student and have them connect with other students based on hometowns, majors, and common interests.

Informational barriers

Not being updated about the events and deadlines of the college also lead students to miss out on important dates. Colleges send out emails with reminders and other important information but due to many reasons- students not accessing their emails being one- the information is lost.

A foolproof way of sending information and updates to students is necessary. Colleges should find out a way to use social media and text messaging to reach out to students, as these are communication channels they follow up on a daily basis. Through these modes of communication, students can stay up-to-date about all relevant information and make sure that no melt occurs due to missing information.

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.

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.