Young Gifted And Black

Angelina's Post

Pre-Face & Part 1(Theresa Perry)

October 18 2012

Young gifted and black is a book that contains a collection of five different essays written by three distinct writers that bring to light the challenges that African-American children are faced with on a daily basis.  The essays focus in on how students form their identities based on their social and cultural positions in society.  The essays elaborate on how the student’s experiences in school that center around devaluing and stereotyping African-American students is actually one of the major reasons there is an achievement gap. While each author brings a unique perspective to the issue the end idea is the same that teachers and schools need to be aware and understand what forms the self-identities of their students and find a method that helps promote higher achievement for all students regardless of race.

You would think that this is common sense.  The reality is many schools are great at identifying the issues, but not so well at asking why?  It is important that as educators we ask the why questions so we can work on a solution.  We should go to the source when we ask these questions and work together to find solutions to help bridge the inequalities found in education.  There is no limit to which a student can achieve other than the one they impose on themselves, which is often the result of what someone told them they are capable of in the first place.  We need to encourage all students and provide them with the necessary tools to be successful and reach their full potential.  I am attaching a song that I think is a motto for this book. 

The first section of the book is a collection of essays written by Theresa Perry that contains various narratives that addresses many of the misconceptions that are prevalent about African-American students.  The first groups of narratives express how strong the need is for African-Americans to gain an education.  The belief is though freedom for literacy would result in literacy for freedom.  African-Americans contrary to common belief do want a better education and to achieve.  Societies has labeled African- American students as being inferior and after being told for decades that they cannot achieve many students have been imprinted that they are somehow less intelligent.  Even though slavery ended it seems that those in power continue to find ways to prevent African-Americans from reaching their full potential.  The idea that many early African-Americans were punished for trying to learn to read write makes me sick to my stomach.  Perry sites from Cornelius the account of one slave, “The first time you was caught trying to read or write you was whipped with cow hide the next time with a cat-o-nine and the third time they cut the first joint offen your forefinger. (13)  Even though over a century has passed we are still faced with the same issue: African-American’s are being prevented from learning.  Another main issue Perry addresses is the achievement gap that is present between African-American students and their academic peers.  The argument she makes supported by the issues is a valid one.  Why should I try to do better and challenge myself when I am not ever recognized for that achievement?  How many of us would go to work every day and do twice what was expected, and never be acknowledged for our hard work, and continue.  I would say very little, but this what we expect out of African-American students every day.  We want you to work hard, but in return you get nothing.  How long will that last until the student’s give-up and move on to other things?  I think the message I tool from this reading is that it is essential that we find ways to encourage all students especially those who need it most to aim high and realize that what they dream can be a possibility.  We need to do a better job at making sure that we educate parents and students from a young age that their is no limits for success and that their is a support system in place to make sure this success occurs.  If that means we have to work a little harder so be it...because in the end we are supposed to be in it for the children and going the extra distance is expected.  I leave you with these final words that hopefully can prompt a reflection of the importance of getting the message out that being young, gifted, and black is to be celebrated

To Be Young, Gifted & Black

(1969) nina simone, weldon irvine jr

To be young, gifted and black,
Oh what a lovely precious dream
To be young, gifted and black,
Open your heart to what I mean

In the whole world you know
There are billion boys and girls
Who are young, gifted and black,
And that’s a fact!

Young, gifted and black
We must begin to tell our young
There’s a world waiting for you
This is a quest that’s just begun

When you feel really low
Yeah, there’s a great truth you should know
When you’re young, gifted and black
Your soul’s intact

Young, gifted and black
How I long to know the truth
There are times when I look back
And I am haunted by my youth

Oh but my joy of today
Is that we can all be proud to say
To be young, gifted and black
Is where it’s at by All.

The world is full of possibilities and it is time we make them accessible to everyone...everywhere....

 Marla's Response
October 21

I couldn't agree more about needing to believe in the students today-all students.  There is much to undo as far as stereotyping and adjusting expectations and if we each commit as teachers to this, we could be on the way to a just educational system.  I don't have experience in the classroom yet but it just seems so obvious to be treating everyone the same, believing there is a future for everyone but becuase there is so much discussion about it, evidently it is not being done in the classrooms today.  It is sad and it makes me wonder if I will always be able to keep this spirit or will I get worn down like the rest of the teachers......

Sharlyna's Response
October 21
When I read about the challenges of African American's and education, I still grimace when I think about what we have been through and where we have been as African American's, sadly we have some people who are still holding African American's down when it comes to education, but I am a little baffled by the fact that we still have black people who have chosen not to continue to push and move forward.  I would love to see teachers, students and parents treating each other the same.  Unfortunately, I know as an educator I will always be the black teacher.  I can only hope and pray that one day we can all be treated the same even though I am not holding my breath and I can only do my part to bridge the gap.

Angelina’s Reply

October 21, 2012

I don’t think it is about treating everyone the same because we are not the same…we all have individual attributes that make us unique.  I do think though we need to find a way to make sure that everyone has the same opportunities to achieve regardless of where the come from initially.  The end result of education should be to level the playing ground for everyone.  That means some people will need more support and others will need to be challenged.  If we hold all students to a higher level of expectations and let them soar we may be surprised at just how far they can go.  Children should only be limited by the dreams that they have.  We need to provide students with the freedom to achieve and excel in school.  Education should be a form of liberation and freedom not a means to control the population. 

I saw these images and thought they visually convey the message I am trying to speak. -Angelina

Sharlyna’s Post

Part II - Theresa Perry
October 21, 2012

Part II of the essay talks about different theories of group achievement.  The theories discussed were very interesting to say the least.  The language theory caught me by surprise, but I understand how and believe that this attributes to some African American students low scores on standardized test, simply because the test is geared to those who are familiar with standard code, not Black English.  The link below is a great example of the language gap that was depicted, when Michael Evans decided to walk out of a test that he felt was racist.  The most pivotal point in the episode is at 13:00 when Michael discusses the language and culture differences of the test.  Episode of Good Times - The IQ Test.

Through my experiences in life I unfortunately have to admit that I have witnessed the scenarios in the this reading, students that are able to adapt their language and whose families have more social mobility are given the opportunity to succeed more than those who come from less.  I as well as many of my friends have been accused of acting white because we don’t speak in “black English”  Many times people have asked me where do I go to school, and then are quite surprised to find I graduated from a inner city Cleveland Public High School, they always say I “sound like” I went to school in Westlake or somewhere more predominantly white.  This particular reading really made it clear what this meant.  While I did not work to change how people viewed me, I have to wonder if Castelike Immigrants worked to change their attitudes of Education and how they are viewed would their success rate increase.  Personally, I decided a long time ago, I didn’t care what others thought of me, that I would continue to knock on doors until they opened for me.  I would not allow anyone to hold me back.  That attitude I look at the example on page 70 of the students who succeeded because their teachers put in the extra work to take pictures of their homes and to show them how their homes and Greek architecture were related.  This shows that teachers who are willing to put in a little extra work will allow students to learn all sorts of things.  The energy of the teacher plays a huge role in dispelling the issues of language barriers in the classroom.
These readings always make me wonder, how I was perceived as a student in schools.  What did my teachers think of me, was I labeled? Where did I fall within the achievement gap? 
On page 82 of the reading, as I read. . . I marked the word “Shameful” in my book.  In relation to the quote by Laraine Morin in her lived experience. We should be able to love the country that we live in unfortunately we are unable to love the country that we are from, sadly, the country does not love us.  It is  obvious that African American’s must live biculturally in order to succeed in society.  As an African American women I have known that it is necessary to “play the game”; know when and where  in order to get ahead.

Angelina’s response to Sharlyna

October 21, 2012

I think what you are discussing is assimilation.  I think children that are labeled as minority students have felt that they have one of two options assimilate into the culture of the school to be successful or hold true to their own culture and risk being left behind.  I felt that Perry did an excellent job describing the different theories and often went into depth to illustrate the basis of each theory.  The part that contained Bourdieu’s argument about how schools can be set up to either help or hurt children on page 69 provided examples of what can be done.  It is up to schools and teachers to find ways to embrace student’s unique heritage and cultures into their education.  Children should not have to hide who they are in order to achieve.  It would be wonderful if curriculum was designed to embrace all cultures instead of the one that is in control.  I am attaching a link that discussess the cultural bias that is found within standardized test.  It is an easy read and makes one ask the question:Why isnt something being done to address this issue?  http://www.insidehighered.com/news/2010/06/21/sat

Marla's Response to Sharlyna's post
November 1

I think it is the job of the teacher to be mindful of all the cultures they have in their classroom and provide an opportunity for each culture to be honored and recognized.  This can be done in the math and science classrooms as well as the social studies and language arts rooms.  I don't have the experience of being a teacher in the classroom yet but as I am observing in my pre-student teaching I am seeing there are plenty of opportunities for the teacher to connect with the students and it is this time that can be used productivly or be wasted.  I too have thought back to what my teachers must have thought of me when I was in their class.  I was easy, I didn't cause trouble, I did my work well enough and was part of that middle group that got looked over.  And I went to a private school where my class size was 12!  There are many opportunities for a teacher to get into their "zone" and "zone-out" we all need a reminder of what can happen when we do!

 Marla's Post
Part III Perry
October 21

Part three of her essay talks about achieving in a post-civil rights America.  At first thought you may think it would be easy for African-Americans to achieve post civil rights, with all the overt obstructions of racism and inequality removed but this isn't true.  There is much for African Americans to still deal with.   Many people in the larger society still buy into the idea of
African-American intellectual inferiority and as we have seen in all settings of our educational system, these biases, untruths and slants all make it into the school set up, the culture of schools and is reflected on the students, intentionally or not.  I liked what was shared about the Multicultural Assesment Plan that was developed and used by the Association of Independent Schools that helps schools "wanting to help their schools be better places for students of color."  They suggest "offering multiple occassions and contexts in which biculturality and fluency in both African-American language, formal and informal, and standard English are normalized and are seen as complementary rather than oppositional."  The message of the essay was that it is necessary for the community as a whole to encourage achievement from African-Americans, this includes from their home, the schools, churches and community organizations.  We all need to raise the expectations.  I wonder if as the next generations of teachers enter the workforce they will be more enlightened.  Again it seems so simple, so basic.....we need to treat others how we would like to be treated. 

Angelina’s response to Marla

October 21, 2012

I would also hope with all of the research that has been done about the importance of culture being incorporated and embraced in the schools that the new batch of teachers are armed with the correct tools.  I do believe many progressive colleges are incorporating into the curriculum the importance of including the different cultures into the classroom and practical ways in which to do so.  The problem is will those in control of the schools be ready to make the necessary change?  The other aspect you mentioned was the use of Multicultural Assessment Plan.  I am including some highlights from the following website that I feel does a nice job laying out the responsibilities for incorporating a multi-cultural approach to education.  http://www.intime.uni.edu/multiculture/eval/assessment.htm  The website uses information from Day, F.A. (1999) Multicultural voices in contemporary literature: A resource for teachers (1st ed.).

·        Teacher

One should look at the practices of the teacher and classroom environment when assessing a multicultural program.  Some specific questions to address are:

           Does the classroom environment celebrate diversity (e.g., race, gender, ethnicity, age, religion, disabilities) through the use of various items (e.g. books, videos, posters, computer software, games, art)?

            Does the curriculum reflect multiple perspectives?

Does the teacher modify their teaching in ways that will encourage the academic and affective growth of diverse students?  Does the teacher incorporate activities that will facilitate the development of students with a variety of learning styles?

Does the teacher participate in reflective self-analysis by examining the potential of their own subtle biases?  Some questions teachers can ask themselves are: Who do I call on?  Who do I listen to?  Who do I praise?  Who do I choose as helpers?

·        Principal/Building

One should look at the principal and the climate of the building when assessing a multicultural program.  Some specific questions to address are:

Do the interactions of staff and students create a school culture that empowers students, staff, and parents from all cultural groups?

Are building personnel aware of and follow the District Multicultural Education Policy?

Are the racial/ethnic compositions of staff and student populations in balance?

Are inservices on multicultural education provided to the staff? Does the media center provide materials about all groups for all grade levels?

Are assessment materials reflective of an awareness of cultural and language bias?  Are authentic assessments used?

Does the school support dialect and language diversity?

·        Parents

One should examine the school's relationship with parents when assessing a multicultural program.  Some specific questions to address are:

Do parent organizations and groups include members from each of the groups of the community?

Are language interpreters made available for all groups during conferences and meetings?

Is feedback from parents representing all groups considered when making educational decisions?

·        District

One should examine the practices of the district when assessing a multicultural program.  Some specific questions to address are:

Does the district have a multicultural education policy?

Does the multicultural education policy address a variety of areas (e.g., students, religion, curriculum, language, assessment tools, staff development, personnel, parents)?

Does the district have a multicultural education task force or advisory board?  Do the members of this group represent the diverse groups in the district?

I guess the question to ask:  Is everyone doing their part to ensure a multicultural education?



Marla's Reply to Angelina
November 1

I like the information you posted.  It is a good starting point for everyone to take a look at what they could do better and to see how we each play a part.  And it is what is needed to get people in the habit of doing this.  One day I hope it will seem silly we had to once fight for equality of cultures in the classroom.

Sharlyna’s Post

Claude Steele - Stereotype Threat and African American Student Achievement 

October 28, 2012

 

Claude Steele and his colleagues, came up with the “Stereotype Threat” an in the mid-1990’s.  They figured out through their research, a series of test to college students of different cultures, those students’ stereotypes can affect their performance when they are reminded of the stereotype, which directly resulted in their achievement.  Although this concept was not discovered until 1995, it is a concept that has affected all of us in some way or another during our years in school or even during our time as employees, etc.  Let’s just think about how many times someone has said or we have said, “that teacher doesn’t like me” or “it just because I am black” and based on these thoughts we have done things differently changed our perspective.  Students stop trying when they believe the teacher does like them, sad but true.  Truly in racially tense situations or what is believed to be a racially charged situation, African Americans will do things differently simply because they believe they are the underdog whether right or wrong.

Because the factors that we are stereotyped by are personal, stereotype threats often directly interface with issues of self-esteem and self-identity, stereotype threat can have extensive long-term effects. Over the long run continuously stereotyping can cause people to distance themselves either from the situation in question, or from the stereotyped group.  A good example of this, some Black children (and again, especially those who actually have strong academic abilities) may begin to place less emphasis on their academic skills and form their identities around other domains instead. Or, alternately, they may place less emphasis on Black culture and instead form their identity around perceived “White” traits. Either one of these responses is a coping mechanism designed to protect their self-esteem from the long-term effects of stereotype threat. (Additional facts taken from http://www.reducingstereotypethreat.org)  A profound thought on p.120 of the text, "A person has to care about a domain in order to be disturbed by the prospect of being stereotyped in it”.  It is believed that teaching about stereotype threat and allowing students to trust those in authority will be the key to dispelling stereotype threat. Steele asserts there has been clear evidence that an individual can reduce the threat posed by negative ability stereotypes by adopting a self-theory of intelligence as expandable.  Students preparing for test need to understand not only the material on the test as well as the purpose and the “why” of what they are doing, but even when given this information, the information needs to be given from someone the students have come to trust.  Another factor to consider, how the parents are viewing the educators and what the parents have told the students about their teachers, this is less of a factor in college students and adults, however whatever the foundation of the person will weigh into their overall thought process.

Marla's response to Sharlyna's post
November 1

Stereotype threat is so powerful, it is hard to believe that there isn't more time spent on it when preparing teachers to teach.  It is such a strong tool that could be turned around to be used for good.   If we could take it back a few steps and see how powerful words are to who we are, maybe we would all choose our words more carefully.

Angelina’s Reply to Sharlyna

November 1, 2012

Sharlyna, I felt that Steele’s experiments did a nice job of assessing the issue of the effects of stereotyping on test performance.  The informal approach that was taken in delivering the information made it easier to understand and hopefully farther reaching.  The idea that that black students believe they are being judged as a member of a group instead of as individuals can result in the students doing poorer on test makes sense.  It is one of concepts that when laid out so clearly may help provide teachers with an insight on how to approach this issue and address it to make things better.  I can speak from personal experience that in school it was a common belief that boys do better in science and math and there was a real push to encourage females to pursue those fields. If the idea had not been implanted that females were stereotypically inferior to males in mathematics and science maybe we wouldn’t have to fight so hard as teachers to encourage females in regards to mathematics and science. I am attaching a link to a short article that debunks the myth that boys are better than girls at math that is an interesting read.  http://www.uww.edu/news/archive/2011-12-math-gender

Sharlyna's Response
November 5

Now that we know and this stereotype threat has been laid out for us, the question is what do we do with this information.  To me this was yet another reason for educators to be mindful of how they give information to students, even the smallest comments can affect how they react to test.  This almost makes me believe that teachers need to be trained in how they present test.  Sadly, I am not sure that the stereotype threat will go away, simply because we can nor do we want to change our color.  Even though students are "judge" by other factors such as sex, socioeconomic background, race is probably the largest factor.

Angelina’s Post

No Mystery: Closing the Achievement Gap Between Africans and Excellence

October 27, 2012

Asa Hillard goes into depth about false theories related to African American achievement and the misconstrued views that are common place relating to their achievement.  She brings into focus teachers such as Dr. Arthur Jones and Dr. Abdulalim Shabazz that have had success in teaching complex ideas with great success to low-income African Americans.  She also discusses the SEED project that was founded by William Johntz.  This program teaches college level mathematics to diverse, low-income, elementary students.  These teachers have meet great success in spite of working with students that are “language and culturally diverse, poverty, crime and drug-ridden neighborhoods, single-parent mostly female headed households”(133-134).  The reality is that the opportunity to learn was the major factor not the capacity to learn.  She also discusses that achievement or IQ tests cannot effectively determine capacity to learn and therefore are not valid measures of intelligence.  Instead of comparing African Americans achievement to Eurpean descent it makes more sense to compare African Americans to the level of excellence they should strive to achieve.  I agree that if we are to promote growth and learning we need to aim how and not towards a mediocre base.  While reading I was encouraged by what I was reading for the first time.  However, the reality is programs like the SEED project are not well-known in the general population of math teachers.  I can honestly say I have never heard of this program and I teach math.  I also taught in a school that was predominately lower-income African Americans and can speak from experience that this program that has proven success was never mentioned once.  I am going to share a link and then summarize the information in order to give an over view of the project that is successful, but not well known.  http://projectseed.org/

 

Use mathematics and research-based teaching methods to boost learning and academic excellence among urban youth.

• Instill confidence in learning for entire classes of low-achieving students using expert mathematicians.
• Create a dynamic learning environment with our unique Socratic method where class participation cements core skills.
• See incredible results in student achievement. Let our training program empower your teachers to apply our techniques.
• Help your students and teachers master the Common Core Standards for Mathematical Practice.

Why is it that this has been around for over 50 years and I am just now hearing about it?  

The other interesting part of the reading had to do with examining what characteristics are common in programs and teachers that have shown proven results in increasing achievement for at-risk students.  The answer is simply well-educated teachers willing to go the extra mile or two to ensure that they do everything possible to educate their students.  This means that the teachers need to know their content they are teaching and know it well.  They need to be invested in their students to the point that they are successful only when the students they teach are successful.  Carrie Secret is an instructor who exhibits all of these characteristics.  She embraces the culture of all of the students that she teaches.  The students are free to embrace who they are and be proud of their origins and not ashamed of them.  Her students are engaged in critical thinking activities and they embrace the arts.  She has a holistic approach to teaching.  She makes sure all parts of the children are attended to in order to reach the whole child.  The message that I took from this reading is that regardless of where the student comes from the only limit they have is the limit set on them by their educational experiences.  It is a teachers responsibility to engage students and provide them with the knowledge that they are capable to reach any goal they have and to aim high. 







Sharlyna's Reply  - Closing the Gap
October 29, 2012

It's about opportunity not ability! As a teacher, we must create the opportunity for our students to learn all that is possible.  It is the teacher's responsibility to create the opportunity, not to determine the ability of the student.  Students can learn and grow no matter where they are from so they should be given the opportunity to reach for the stars.  Programs like Project Seed are coyly hidden in the depths of some schools, which again shows how unfair education can be.  This sounds like a program that should be shared and talked about globally.  Unfortunately, it never makes the news instead we hear about "Johnny cant read" and "Mary hit the teacher" never any of the true accomplishments that are allowing African American students to soar higher than they could ever dream.  Unfortunately, I would be willing to bet the farm that at the crux of this issue is money.  Some politician thinks it would cost too much to support these types of programs in our schools.  Sad but true. 

Marla's Reply-Closing the Gap
November 1

When reading Hilliard's essay, it was so awful for me to have to believe that African-Americans' capacity was being questioned all these years.  The human race has such a long way to go in uderstanding the human connection and how similar we are opposed to being different.  I love the movie The Blind Side, a true story where a kid without opportunity was given just that, opportunity, no special favors, no back doors, just a loving family that could provide him with an education and an opportunity to be successful at something and the kid was brave enough to take that opportunity. There is so much that is similar between us all and the differences should be celebrated not used as weapons.

Angelina’s Response

November 1, 2012

I couldn’t agree more with both of you.  It is not an issue about what a child can learn it is making sure that the educators do their part to present engaging lessons to all students and to find ways to reach all children.  Every child regardless of race has the same capacity to learn and it sickens me to realize just some people are so ignorant that that they actually believe that race can dictate capacity to learn.  I think it is important that teacher education programs do a better job preparing teachers to embrace all cultures in the classroom and challenge students to reach for their dreams.   I also believe that school systems need to do a better job of educating current teachers about the different programs that are avvailable and have proven success.  We need to take what works and run with it.  We are there for the children and it is about time everyone remember that and make the necessary sacrifices to again put the children first.