warm-up: student profile
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Increasing Teacher Cultural Competency to advance the
Achievement of African American Males
Adapted from research and curriculum developed by Ava Maria Whittemore
Minority Achievement CoordinatorOffice of Education That Is Multicultural
and Gifted and TalentedFrederick County Public Schools
Warm-up:Student Profile
Exploring your core beliefs
Mother to Son
by Langston Hughes
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Well, son, I'll tell you:Life for me ain't been no crystal stair.
It's had tacks in it,And splinters,
And boards torn up,And places with no carpet on the floor --
Bare.But all the time
I'se been a-climbin' on,And reachin' landin's,And turnin' corners,
And sometimes goin' in the darkWhere there ain't been no light.
So boy, don't you turn back.Don't you set down on the steps
'Cause you finds it's kinder hard.Don't you fall now --
For I'se still goin', honey,I'se still climbin',
And life for me ain't been no crystal stair.4
Guided Discussion Questions for “Mother to Son” by Langston Hughes
1. What is the mother’s purpose for having this
conversation with her son?
2. What do you believe the metaphor of the ‘crystal
stair’ represents?
3. Discuss some of the “tacks,” “splinters,” and
“torn-up boards” that African-American males
had to face in the past and today.
4. What survival recommendations does the mother
give to her son? 5
“The education system must adapt to
meet the needs of the child rather than
forcing the child to meet the needs of
the system.”
(Munane & Levy, 1996)
What is Achievement?• In small groups, individually think and jot down
on the outside portion of the placemat your definition of student achievement.
• After each person has had the opportunity to write his/her thoughts, have each person share their ideas.
• Once everyone has had the chance to share, write one group definition in the center rectangle of the placemat.
How Some Students Measure Achievement
• Some students associate it with getting an “A” on an assignment.
• Some students associate it with words: “Excellent,” “Good Job,” “I’m proud of you,” “You've
Won”
• Some students look at possible outcomes: – “If you complete the assignment in class, you will not
have any homework.”– “If you maintain an 80 or above in the class, you will
not have to take the final exam.”
• Some students associate it with possible rewards:“money,” “new tennis shoes,” “can spend the night at a
friends house”
What is the Achievement Data telling us?
NAEP Mathematics Grade 4
10
NAEP Mathematics Grade 8
11
2009-2010 Suspension Data
U:\ETM 2010-2011\Special Population Summary Reports FY09 FY10.xls
School to Prison Pipeline: Talking Points | American Civil Liberties Union
CCPS Grade 3Group
Number ofStudents
Total dayssuspended
Average Numberof days a
Student wasSuspended
Rate of Suspension between
groups
Educationally SignificantDifference
(>= Twice the
Rate)?
African American 75 9 .126 : 1 > Yes
Peer Group 1976 54 .02
Latino 46 2 .042 : 1 > Yes
Peer Group 1976 54 .02
White 1811 39 .021 : 1 No
Peer Group 1976 54 .02
Males 1035 47 .044 : 1 > Yes
Females 941 7 .01
Poverty 301 36 .115.5 : 1 > Yes
Peer Group 1976 54 .02
CCPS Grade 7Group
Number of Students
Total Days Suspended
Average Number of
Days a student was Suspended
Rate of Suspensions
Between Groups
Educationally SignificantDifference (>= Twice the
Rate)?
African American 75 31 .413.42 : 1 > Yes
Peer Group 2157 279 .12
Latino 49 1 .020.16 : 1 < Yes
Peer Group 2157 279 .12
White 1985 247 .121 : 1 No
Peer Group 2157 279 .12
Males 1053 263 .2424 : 1 > Yes
Females 1104 16 .01
Poverty 281 130 .463.8 : 1 > Yes
Peer Group 2157 279 .12
CCPSGrade 10Group
Number of
Students
Total DaysSuspended
Average Number
of Days a student was Suspended
Rate ofSuspensions
Between Groups
Educationally SignificantDifference
(> or = Twice the Rate)?
African American 79 126 1.593.8 : 1 > Yes
Peer Group 2385 935 .41
Latino 55 6 .10.24 : 1 < Yes
Peer Group 2385 935 .41
White 2201 789 .35.85 : 1 No
Peer Group 2385 935 .41
Males 1171 695 .593.1 : 1 > Yes
Females 1214 240 .19
Poverty 304 263 .862.1 : 1 > Yes
Peer Group 2385 935 .41
Abandoning The Deficit Model
• Focuses primarily on problems
• Focuses on underachieving Black males
• Doesn’t celebrate high achieving Black males
Factors That May Influence Achievement
Stereotype Threat
“The threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm the stereotype.”
- Claude Steele
Another factor . . .
Low Expectations
“ Teacher expectations for African American males are often based on perceived deficiencies in these students.”
- Dr. Jawanza Kunjufu
Family and Cultural Environments
“Success in life is founded upon attention to the small things rather than to the large things; to the every day things nearest to us rather than to the things that are remote and uncommon.”
Booker T. Washington
VideoExample of family and cultural environments that may affect
African-American male achievement: “Making a
Difference.”http://www.bing.com/videos/watch/video/desperately-seeking-dad/63opljn
Instructional mismatch between the culture of the school or the teacher and the student.
“I don’t see color.”
“I treat everyone the same.”
Multiple Authors
Media Images
http://www.media-awareness.ca/english/resources/educational/teachable_moments/katrina_2_photo.cfm
http://www.cbsnews.com/stories/2005/04/25/earlyshow/main690601.shtml
Factors That May Affect African American Male Achievement
Role Models Teacher Attitudes
Student Attitudes
Curriculum
Too much emphasis on sports and entertainment
Lack of cultural sensitivity
Achievement discouraged among peers
“acting white”
Don’t see themselves in instructional materials
Lack of African American male teachers
Perceptions of Black males as hostile
Not cool to be smart
No bicultural focus
Media portrayal as thugs
Believing media images
Don’t see benefits of academic success
Instruction doesn’t address learning styles
Acculturation-feeling like they have to give up something
“When we change the way we look at things, the things we look at change.”
-Wayne Dwyer
Essential Question
How can increasing cultural proficiency accelerate African American male achievement?
• Culture is the lens through which we view the world.
• Culture does not determine ability but it shapes how it is processed and expressed.
• Students do not enter schools as empty vessels.
Culture Matters
Points To Remember
• This information is not intended to stereotype, only to provide a framework for understanding African American male cultural tendencies, so that the individuals may be better understood and better served.
• The patterns of behavior described in this module have been selectively chosen and do have exceptions.
Nine Dimensions of Afrocultural ExpressionSpirituality - Connotes an acknowledgement of a non-material life
force that permeates all human affairs.
Harmony - Implies that one’s functioning is fundamentally linked to events in nature and the elements of the universe.
Movement - Implies a premium placed on the interwoven mosaic of movement, dance, percussiveness and rhythm personified by the musical beat.
Verve - Connotes an especial receptiveness to relatively high levels of sensate (i.e., variability and intensity of) stimulation.
Affect - Implies the centrality of affective information and emotional expressiveness linked to the co-importance of feelings and thoughts.
Nine Dimensions of Afrocultural Expression(continued)
Expressive Individualism - Connotes the gleaning of uniqueness of personal expression, of style and of sincerity of self-expression.
Communalism - Denotes a commitment to the fundamental interdependence of people and to social bonds and relationships.
Orality - Denotes the centrality of oral-aural modes of communication for conveying true meaning and to cultivating speaking as a performance.
Social Time Perspectives - Connotes a commitment to time as a social construction such that there is an event orientation towards time.
“Americans of African descent have developed a world view that reflects the historical experience of Black people in America and is based on African oriented philosophical assumptions. The cultural traditions are reflected in Black expressiveness.”
- Dr. Courtland Lee
Concept of Black ExpressivenessDimensions of Black Expressiveness
1.High degree of emotional energy exhibited in interpersonal interactions and behavior.
2. A propensity among Blacks to exhibit real, honest and authentic behavior in all human relationships
Dimensions of Black Expressiveness
3. Style and flair often seen in the creative manner Black people have found to put their personalities on display
4. Black language and speech traditions which are direct, creative, and communicate both information and significant affect.
5.Expressive movement, or the ability to integrate thought, feeling and movement into a whole and respond to the environment in a spontaneous fashion.
Source: Dr. Courtland Lee
Cool Pose
• Ritualized form of masculinity• Includes carefully crafted behaviors,
scripts, physical posturing, impression management, and carefully crafted performance
• Single critical message –pride, strength, and control
Majors and Billson, Cool Pose
Cool Pose
Standard walking style• Used primarily among
European Americans• Erect Posture• Leg and arm swing
synchronized with posture and pace
• Steady stride• Look straight ahead
Non-Standard walking style• Used by some African
American males• Deliberately swaggered
or bent posture• Head tilted slightly to the
side• Drag one foot• Exaggerated knee bend
(dip)
Cool Pose
• Peer group interactions are characterized by high levels of energy
• Tend to be physical and demonstrative with peers
• May engage in woofing-aggressive verbal exchange, playing the dozens
• Have developed distinctive handshakes-dapping
What’s the impact in a classroom?
• Cultural conflict• Walk may be interpreted as hostile,
angry or prone to violence• May reinforce stereotypes and affect
expectations • Style may be viewed as inappropriate
behavior that compromises African American males success in the classroom
Ways that Educators Promote Feelings of Alienation among African-American Male
Students• Seating African-American male students closer to
them than they do other students to serve the purpose of surveillance and control.
• Giving African-American male students less direct instructions. (This contributes to the feelings of confusion and frustration over what is expected.)
• Paying less personal attention to African-American male students in academic situations.
• Calling on African-American male students less often to answer classroom questions or to do demonstrations.
(Duncan, 1999)
Ways that Educators Promote Feelings of Alienation among African-American Male
Students (cont’d…)
• Giving African-American male students less time to answer questions before moving on.
• Failing to give African-American male students feedback about their responses more frequently than other students.
• Demanding less work and effort from African-American male students than from other students.
(Duncan, 1999)
Black Male’s Success In Eurocentric Classrooms Contingent On:
• Adopting dominant culture styles and social skills
• Learning to code switch: speech, dress, and demeanor
Dr. Wade Boykin, Howard University
Implications for the Classroom “In order to increase the
success rate of African American students educators need to construct methods of teaching that involve the underlying values of the African world view.” - Willis, 1992
• Educators need to recognize the current educational system is built on the European world view.
• African world view affects learning styles• Two views are different, one is not better
than the other• Allow students to work in groups• Allow for more free communication within
the classroom setting
Culturally Relevant Pedagogy
• Acknowledges African American culture within the classroom on a regular basis in a meaningful way
• Requires teachers to step out of their comfort zone
• Requires teachers get to know each child’s home culture language and interests
J. Risko and D. Dalhouse
What Might Culturally relevant pedagogy look like in the classroom?
Honoring African American Culture -• Call and response instead of hand raising• Group learning instead of individual projects• Active learning instead of sit and get• Provide a variety of activities instead of one
size fits all
Learning Styles
“Learning styles are a way of perceiving, conceptualizing, and problem solving: a preferred way of interacting with and responding to the environment.” - Polce
Field Dependent Learners (Holistic)• Perceiving or holistic in their approach to learning• Spontaneous• Open minded• Flexible• Conceptual thinkers, • People oriented• Remember material in a social context• Subjective learners
Successful Teachers
• Treat students fairly• Encourage students to express their views• Give extra help when needed• Routinely let students know when they have
done a good job• Demonstrate interest in students, deep caring• Demonstrate belief in students' capacity to
succeedSource Congressional Black Caucus Foundation Inc. ,Breaking Barriers-Plotting The Path to Academic
Success for School Age African American Males,2008
Social and Emotional Qualities of Successful Teachers
• Ability to make the students feel supported and respected
• Skilled at creating forums for students to express themselves
• Ability to critique students without making them feel bad about themselves
Source Congressional Black Caucus Foundation Inc. ,Breaking Barriers-Plotting The Path to Academic Success for School Age African American Males,2008
Successful African American males perceive their teachers as:
• People who respect them• People who treat them like they matter• People who nurture them and help build up their
strengths• People who never make them feel bad about their
weaknesses• People who create and foster a safe learning
environment
Source Congressional Black Caucus Foundation Inc., Breaking Barriers-Plotting The Path to Academic Success for School Age African American Males,2008
• African American children may have a different way of perceiving the world but it is not deficient
• Educators need to acknowledge and understand for some African American children, thinking, feeling and behaving are interdependent
- Wade Boykin
Building Relationships
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What can an educator do to build relationships?
• Call on everyone in the room equitably.• Provide individual help.• Give “wait” time (allow students enough time to
answer).• Ask questions to give the students clues about
the answer.• Ask questions that require more thought.• Tell students whether their answers are right or
wrong.• Give specific praise.
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What can an educator do to build relationships…cont’d
• Give reasons for praise.• Listen!!!!!• Accept feelings of the students.• Get within an arm’s reach of each student each
day.• Be courteous to students.• Show personal interest and gives compliments.• Touch students (appropriately).• Do not call attention to every negative behavior.
Source: TESA (Teacher Expectation and Student Achievement)
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Being Positive Role Models for African-American Males
http://www.ascd.org/Publications/Books/kafele.aspx
Video: Motivating Black Males to Achieve in
School and in Life Presented by Baruti Kafele
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Educational Strategies
• Project Based Learning• Inquiry based science• Student centered Learning• Inclusive multicultural education• Critical pedagogySource Congressional Black Caucus Foundation Inc. ,Breaking Barriers-Plotting The Path
to Academic Success for School Age African American Males,2008
School Safety• Uniquely related to academic success of
African American males• Black males are more likely to feel unsafe
in schools than White or Hispanic students• Black male students who feel safe in
schools achieve better grades
Source: Congressional Black Caucus Foundation Inc. ,Breaking Barriers-Plotting The Path to Academic Success for School Age African American Males,2008
“Whatever we do to cultivate and accelerate African American male students success and well being, in the end, benefits all students and society at large.”
Dr. Leslie Fenwick, Dean
School of EducationHoward University
AssessmentEvaluation
1.What 3 points do you want to remember as a result of this session?
2. Which 2 points will you share with a colleague?
3. What 1 point do you want to know more about?
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Post- Assessment1. Has the media influenced your core beliefs about
African-American males?
2. Why do we continue to have an achievement gap
for African-American males?
3. Do you believe we can eliminate the achievement
gaps between African-American males and other
students?
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