questions we’ll ask…
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Questions we’ll ask…
Do we need to specifically think about boys in our design of and implementation of behavioral support? (i.e., Are boys in trouble?)If so, what is it about boys?Then, what is a helpful response from schools?
As a Researcher:• Student researcher
in Educational Psychology
• Published chapters in books on PBIS and anxiety in schools
• Trainer of PBIS with NCDPI for many years
• The questions I will ask emerge from research and data trends
As an Educator:• Worked in regular
education and special education
• Worked with student behaviors from preschool to high school
• The ideas I will share will be PRACTICAL, EASY TO IMPLEMENT, and CHEAP (homemade)
Questions we’ll ask…
Do we need to specifically think about boys in our design of and implementation of behavioral support? (i.e., Are boys in trouble?)If so, what is it about boys?Then, what is a helpful response from schools?
Source: Jeffrey Schwartz & David Rock, 2006
Source: Jeffrey Schwartz & David Rock, 2006
Source: Jeffrey Schwartz & David Rock, 2006
Do we need to specifically consider boys in our design of and
implementation of behavioral support? (i.e., Are boys in trouble?)
The Tensions We Face
Discussing boys without shortchanging girlsConsidering masculinity without endorsing the “gender straightjacket”Including gender without diminishing the significance of race and economic disparities
Are boys in trouble?
565860626466687072747678
2006 2007 2008 2009
MaleFemale
NC GRADUATION RATES (4-year cohort)
Source: http://accrpt.ncpublicschools.org/docs/
Are boys in trouble?
Students Reporting Discipline Problems as Reason for Dropping Out
Source: Stearns, E. and Glennie, E. J. , 2003-08-16 "When and Why Dropouts Leave School: Lessons from North Carolina" Paper presented at the annual meeting of the American Sociological Association, Atlanta
Hilton Hotel, Atlanta, GA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p107973_index.html
0
2
4
6
8
10
12
Male Female
Are boys in trouble?
Rates of Office Discipline Referrals
Source: Vincent, Cartledge, May, & Tobin, 2009
Are boys in trouble?
Rates of Short-term Suspensions
Source: http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2009-10/consolidated-report.pdf
Are boys in trouble?
Rates of Short-term Suspensions
Source: http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2009-10/consolidated-report.pdf
Are boys in trouble?
Rates of Short-term Suspensions
Source: http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2009-10/consolidated-report.pdf
Are boys in trouble?
Rates of Long-term Suspensions
Source: http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2009-10/consolidated-report.pdf
Are boys in trouble?
0102030405060708090
HI ID-Sev VI
MaleFemale
NC Disabilities by Gender (%)Source:
http://www.ncpublicschools.org/docs/ec/data/childcount/reports/april1/2010/disability-gender.pdf
Are boys in trouble?
0102030405060708090
AU OHI ED
MaleFemale
NC Disabilities by Gender (%)Source:
http://www.ncpublicschools.org/docs/ec/data/childcount/reports/april1/2010/disability-gender.pdf
Then, what is it about boys?
The “Boy Code”
The Big Myth“Boys will be boys”
– Deterministic (usually biologically)
– Used as a paralyzing explanation
– Not neutral:Masculine threatApathyAggression
The “Boy Code”The Four Injunctions:1. Sturdy oak2. Give ‘em hell3. Big wheel4. No sissy stuff
The Sturdy OakCharacteristics:
Stability and independenceNever show weakness
Problem: Affects motivation and engagement (real and perceived)
Give ‘Em HellCharacteristics:
Daring and bravadoAttraction to violence
Problem: Encourages boys to be careless—about themselves and others (especially other boys)
Big WheelCharacteristics:
Pursuit of status and powerSelf-worth tied up entirely in dominant achievement
Problem: Success understood primarily in terms of win-lose situations
No Sissy StuffCharacteristics:
Avoidance of all things feminineInjunction includes feelings, empathy, and dependence
Problem: Aversion to femininity includes peers, teachers, activities, and content
The Gendered Curriculum: The People
9183
71 7265
52
6858
4458
48
32
0
20
40
60
80
100
Reading Math Science History
Elementary
Middle
High
Source: Dee, 2006http://educationnext.org/files/ednext20064_68.pdf
Percentage of Female Teachers
A Key Message of the “Boy Code”
BOYSARESHAME-PHOBIC.
What is the educational response?
The Keys to Creating a Safe Environment for Learning
R – Relate, relate, relate.
I – Insist that each boy controls his destiny.
S – Serve as a model for risk-taking
K – Keep the momentum toward progress
R – Relate, relate, relate!
Relationships between students and peers
Relationships between
students and teachers
Relationships between
students and content
R – Relate, relate, relate!Building Belonging
Humans express belonging to a space by personalizing it (Armstrong, 1999)
Use routines and, perhaps more importantly, rituals that define your community (Scully & Howell, 2009)
Create a team-orientation that makes success a collaborative endeavor
R – Relate, relate, relate!Being a Team-Centered Classroom
Humans (including boys) have no choice but to follow the hierarchy of needsCultivating a nurturing relationship with our boys is a primary responsibility, not a secondary oneLearning takes place in the context of relationships, not classrooms, textbooks, or activities
R – Relate, relate, relate!Congruent Communication
Make your communication fit with respect to boys’:– Developmental needs– Cultural needs– Emotional/
psychological state– Interests/affinities
R – Relate, relate, relate!Congruent Communication
Techniques:– Student
conferences– Walk-and-talk– Dialogue journals
"Perhaps more than any other form of communication, writing holds us responsible for our words and ultimately makes us more thoughtful human beings.” -- Ernest Boyer
R – Relate, relate, relate!Using humor
“A smile is the shortest distance between two people.”
--Victor Borge
R – Relate, relate, relate!Using humor
According to research, humor helps with…Attention and motivation (Bandes, 1988; Bryant et al., 1979; Wandersee, 1982)
Comprehension, particularly with boys (Gorham & Christophel, 1990) Student recall (Hill, 1988) Reducing the negative effect of testing situations (McMorris et al. 1985)
R – Relate, relate, relate!Using humor
Caveats…SarcasmTargetedRace, sex, or other off-color topics
Ideas…Icebreakers/Warm-upsMnemonic devicesUse funny content (books, etc.)Jokes as reinforcersTest itemsIn-the-moment tension reduction/redirection
Providing choice– Authentic choices
ScheduleTasks
– Topic– Mode– Type of
Participation– Artful choices
(intentional communication)
I – Insist that the boy controls his own destiny
Connect to and celebrate intrinsic motivation
I – Insist that the boy controls his own destiny
Connect to and celebrate intrinsic motivation– Assess what already
motivates your students about school
– Invite external enthusiasm into the classroom
– Support boys’ activity outside of school
I – Insist that the boy controls his own destiny
Become predictably excitingAllow routines and procedures to…– Structure student
participation – Support student choices
Provide cues that make the classroom “navigable”
I – Insist that the boy controls his own destiny
S - Serve as a Model Risk-Taker
S - Serve as a Model Risk-Taker
Learn from your students– Have students
teach you extra-curricular skills
– Be open to student thinking during class discussions
– Ask students to defend “wrong” answers
S - Serve as a Model Risk-Taker
Allow students the opportunity to provide real, influential feedback– Suggestion boxes– Post-lesson
reflections/evaluations
K – Keep the momentum in the direction of progress
Manage the potential pain of failure– Group responses– Wait Time– “Lifelines”– Cooperative work– Mastery-based
assessment
K – Keep the momentum in the direction of progress
Provide relevant, meaningful feedback– Individual
reinforcement systems
– Classroom reinforcement systems
RacetrackBingo
K – Keep the momentum in the direction of progress
Recognize the processSet realistic, motivating goalsAccepting shaping
The Special Case of Black Males
Are boys in trouble?
Rates of Office Discipline Referrals
Source: Vincent, Cartledge, May, & Tobin, 2009
If there is a cultural bias, who would be most likely to shape it?
Source: http://www.nrms.org/docushare/dsweb/Get/Document-534/pancTD111601.pdf
If there is a cultural bias, who would be most likely to shape it?
Source: http://www.nrms.org/docushare/dsweb/Get/Document-534/pancTD111601.pdf
NC Graduation Rates (4 yr cohort)
Black Males White Females50556065707580859095
100
2010
Source: http://apxcd.schools.nc.gov/pls/apex/f?p=775:1:68119480945333
NC Short-term Suspension Rates
Black Males White Females0
1
2
3
4
5
6
7
2005-062006-072007-082008-092009-10
Source: http://dpi.state.nc.us/research/discipline/reports/
NC Long-term Suspension Rates
Black Males White Females0
200
400
600
800
1,000
1,200
2005-062006-072007-082008-092009-10
Source: http://dpi.state.nc.us/research/discipline/reports/
NC ED by Race
Emotional Disturbance
BlackWhiteAmerican IndianLatinoMultiracialOther
Source: U.S. Department of Education, EDFacts (SY2010-2011)
NC LRE by Race (<40%)
Separate
BlackWhiteAmerican IndianLatinoMultiracialOther
Source: U.S. Department of Education, EDFacts (SY2010-2011)
Black Males and Hip Hop
Black Males and Fashion
African-American Humor
Black Males and Athletics
Black Families
Strengths of Black Families
Strong achievement orientation Flexible family roles Strong work orientation Strong kinship bonds Strong religious orientation
Source: Hill (1999)
Children in Single-Parent Homes(2009)
Source: The Annie E,. Casey Foundation, http://datacenter.kidscount.org/data/acrossstates/Rankings.aspx?ind=107
Low-Income, Single MothersSubstantial parent involvement Abundant amount of support for parenting from external caregivers Parenting skills that emphasize and enhance achievement Respect for others, self respect and racial pride with their children
Source: Woody & Woody (2003)
Black Males and Career Aspirations
Source: http://www.act.org/research/policymakers/cccr10/pdf/ConditionofCollegeandCareerReadiness2010.pdf
Reviewing some suggested practices…
With your group, discuss the suggestion made by Dr. Kunjufu. In particular, discuss…• The experiences of group members with
these practices• What implementation steps would be required
to use this strategy• Whether any other demographic groups might
be adversely affected by this practice
Source: Jeffrey Schwartz & David Rock, 2006
Application
1. Think about behavioral support practices at the school(s) in which you work. What is the value of the practice?
2. Consider the Boy Code and cultural issues that we have discussed today. Where do you see potential problems?
3. How might the practice be adjusted to maximize its value for girls AND boys?
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