Do NOW: Self-Reflection

1. Why did you choose to enter the field of education?

2. Are you afraid of your African American male students?

3. Do you really believe your African American male students can achieve academically?

4. How are your African American male students benefiting from having you as a teacher/staff member ?

BREAKING BARRIERS

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How How TeachersTeachers Can Help Can Help Black Males AchieveBlack Males Achieve

Plight Deepens for Black Men, Studies Warn

March 20, 2006By ERIK ECKHOLM

BALTIMORE — Black men in the United States face a far more dire situation than is portrayed by common employment and education statistics, a flurry of new scholarly studies warn, and it has worsened in recent years even as an economic boom and a welfare overhaul have brought gains to black women and other groups....

METHODMETHOD

• Health Behavior in School-age Children (HBSC: N=1225), • National Crime Victimization Survey: School Crime Supplement (NCVS-

SCS: N=849), • National Survey of America's Families (NSAF: N=2497) and • National Survey on Drug Use and Health (NSDUH: N=1208).

• The domain areas explored included personal and emotional factors, family factors, social and environmental factors and school factors.

• Linear relationships between academic achievement and external factors are the cornerstone of the findings.

• A linear relationship emerges when academic achievement improved, as the level of a characteristic or asset (e.g., participation in sports or praise from teachers) increased or decreased.

  

SCHOOL FACTORSSCHOOL FACTORS

As a student at Timberland High School, I am exposed to countless opportunities, inspiring people, and the importance of having an education. Throughout my high school career, I have been part of Future Business Leaders of America, where I won three awards for public speaking. It was at school where I met teachers who are concerned about my education. One of those teachers is my AP US History teacher, Melissa Soule. Besides making history an exciting class, Ms. Soule expressed the realities of minorities living in the United States, especially Black men. She made me realize that struggle can be a luxury when you achieve, because it makes you the person you are. Besides Ms. Soule, there are other teachers who influence me to do my best, many of them being Black men.

Asa Fludd, 11th Grade

“A Mile in My Shoes” Writing Project African-American Males Telling Their Own Stories

SCHOOL FACTORS THAT EMERGED AS SIGNIFICANT PREDICTORS OF ACADEMIC ACHIEVEMENT

Relationship with Teachers My teachers are interested in me as a person? Our teachers treat us fairly? I am encouraged to express my views in class? When I need extra help, I can get it? Teachers treat students with respect? Teachers do or say things that make students feel bad about themselves?

Perceptions of School How do you feel overall about going to school? How interesting are the courses at school? How important are the things that you learned going to be for your future? How often did you feel school work was meaningful?

Relationship with Teachers & Relationship with Teachers & academic achievementacademic achievement

Figure 4.3: The linear relationship between school-age African-American male students’ relationship with teachers (Y-axes) and their level of academic achievement (X-axes).

aInterested in me as a person. bTreat me fairly.

cEncourage me to express views. dGive extra help when needed.

NOTE. DATA RETRIEVED FROM HEALTH BEHAVIOR IN SCHOOL-AGE CHILDREN (2003) X axis = In your opinion, what does your class teacher(s) think about your school performance compared to your classmates? (a) My teachers are interested in me as a person (F = 13.26; p < .001); (b) Our teachers treat us fairly (F = 6.8; p < .0001); (c) I am encouraged to express my views in my classes (F = 6.58; p < .0001); (d) When I need extra help, I can get it (F = 5.5; p < .01).

RELATIONSHIP WITH TEACHERS & RELATIONSHIP WITH TEACHERS & ACADEMIC ACHIEVEMENT CONTACADEMIC ACHIEVEMENT CONT’’DD

Figure 4.4: The relationship between school-age African-American male students’ perception of teachers (Y-axes) and their level of academic achievement (X-axes).

aTreats me with respect bMakes me feel bad about myself

NOTE. DATA RETRIEVED FROM NATIONAL CRIME VICTIMIZATION SURVEY: SCHOOL CRIME SUPPLEMENT (2005) X axis = “During this school year, across all subjects have you gotten mostly.” (a) Teachers treat students with respect. (F = 4.05; df = 3; p < .01); (b) Teachers do or say things that make students feel bad about themselves. (F = 6.18; df = 3; p < .01).

FINDINGS: RELATIONSHIPS WITH TEACHERS & ACADEMIC ACHIEVEMENT

Across three national surveys (HBSC, NSDUH and NCVS-SCS), the profile of a teacher that was particularly effective in fostering academic growth among black males emerged as teachers who: were interested in them "as a person" treated them fairly encouraged them to express their views gave them extra help when needed treated them with respect did not do or say things that made them feel bad about

themselves

Perceptions of School & Perceptions of School & ACADEMIC ACHIEVEMENTACADEMIC ACHIEVEMENT

Figure 4.1: The linear relationship between school-age African-American male students’ perception of school (Y-axes) and their level of academic achievement (X-axes).

aFelt overall about school. bInterested in school.

cSchool is important. dSchool work is meaningful.

NOTE. DATA RETRIEVED FROM THE NATIONAL SURVEY ON DRUG USE AND HEALTH (2005) X axis = Grades. (a) How did you feel overall about going to school? (Range = You hated going to school, You didn't like going to school very much, You kind of liked going to school, or You liked going to school a lot: F = 27.53, df = 3, p= .000); (b) How interesting are the courses at school? (Range = Very boring, Somewhat boring, Somewhat interesting, or Very interesting: F = 20.85, df = 3, p= .000); (c) How important are things that you learned going to be for your future? (Range = Very unimportant – Very important: F = 8.44, df = 3, p= .000); (d) How often did you feel school work was meaningful? (Range = Never – Always: F = 8.44, df = 3, p= .000).

FINDINGS: PERCEPTIONS OF SCHOOL & ACADEMIC ACHIEVEMENT

Two national surveys demonstrated that Black males achieved at higher levels and had better educational outcomes when they:• Had positive overall feelings about going to school• Were interested in school• Felt school was important• Felt their school work was meaningful• A Relevant Black Male Curriculum (Prier, n.d.)• “Curriculum must be understood in the context of the larger society

in which students live.”• Use the social, ecological, and historical context in which black males

exist to inform education• Unpack a curriculum that is real to students

PERSONAL & PERSONAL & EMOTIONAL EMOTIONAL FACTORSFACTORS

I think sometimes we don’t get enough sleep and can’t stay up during class, which affects how much information you get from the teacher. From that you don’t take very good notes. Then, you study bad notes and have the wrong information. Now, you take test and get a bad grade. That gives people further reason to believe that we are dumb and don’t know anything.

Brian Bunkley, 8th Grade“A Mile in My Shoes” Writing Project African-

American Males Telling Their Own Stories

Findings: Emotional Wellbeing & Self-EsteemFindings: Emotional Wellbeing & Self-Esteem

Quality of life, as measured by how happy the student felt about his life, was the strongest emotional predictor of academic success among school-age black males.

Academically successful African-American males were almost twice as likely to report feeling happy about the quality of their life when compared to those with failing grades.

Feeling tired in the morning was one mental health factor that significantly impaired academic functioning among black male students.

When estimating the impact of gender, findings suggest that African-American males’ academic success is more dependent upon emotional well-being than their female counterparts.

FUTURE PLANS & ACADEMIC FUTURE PLANS & ACADEMIC ACHIEVEMENTACHIEVEMENT

Figure 1.3: The relationship between plans for the futurea (X-axis) and academic achievement among African-American males (Y-axis)

NOTE. DATA RETRIEVED FROM HEALTH BEHAVIOR IN SCHOOL-AGE CHILDREN (2003)

= BLACK MALE STUDENTS; = WHITE MALE STUDENTS. (a) What do you think you will be doing when you finish high school? Red reference line marks mean of academic achievement.

What do you think you will be doing when you finish high school?

FINDINGS: FUTURE PLANS & ACADEMIC FINDINGS: FUTURE PLANS & ACADEMIC ACHIEVEMENTACHIEVEMENT

When exploring the relationship between future plans and academic achievement, results indicated that black males who aspired to go to college were significantly more likely to perform better in school.

Sixty-one percent of high school-age black males reported they wanted to go to college after graduation in a nation-wide study, yet the current graduation rate is only 50%.

Future plans were also found to be significantly related to student relationships with teachers and perceptions of school fairness.

FUTURE PLANS & RELATIONSHIPS FUTURE PLANS & RELATIONSHIPS WITH TEACHERSWITH TEACHERS

INTERACTION BETWEEN RACE AND COLLEGE ASPIRATIONS (X AXIS) ON

ISSUES OF SCHOOL FAIRNESS (Y AXES). OUR TEACHERS TREAT US FAIRLY. THE RULES IN THIS SCHOOL ARE FAIR.

Note. = Black Male Students; = White Male Students. Data Retrieved From Health Behavior In School-Age Children (2003). The dashed reference line on the Y-axis marks the estimated mean dependent variable.

African-American males with a father in the home reported higher levels of academic achievement.

Across two national surveys (HBSC and NSDUH), African Americans were the only ethnic group to report more fatherless homes than fathers in the home. Only 20 percent to 25 percent of white students reported fatherless homes compared to 56 percent to 60 percent of black students.

Findings produced strong evidence that modeling is an important component to academic development among black adolescent males. Father's education, but not mother's education, had a significant impact on black males' academic achievement.

Parents who helped their children with homework, who were comfortable talking to teachers, who urged their children to do well in school and who maintained high expectations generally had higher-performing children.

Quick Facts!Quick Facts!

SOCIAL & SOCIAL & ENVIRONMENTAL ENVIRONMENTAL FACTORSFACTORS

I witnessed one of my best friends getting shot in the daylight and I couldn’t do anything. We were in the wrong place at the wrong time. I lost my father to the streets, and my mother to drugs, but they are still alive. It takes time but I am going to have to take back everything the devil stole from me. It’s a work in progress, but with prayer and supplication I will do it.

Dyquan Caldwell, 11th Grade“A Mile in My Shoes” Writing Project African-American

Males Telling Their Own Stories

EXTRA CURRICULAR EXTRA CURRICULAR ACTIVITYACTIVITY

Figure 3.1: The relationship between school-age African-American males’ and females’ civic involvement (Y-axes) and positive school engagement (X-axes)

aVolunteering bReligious Activity

NOTE. DATA RETRIEVED FROM THE NATIONAL SURVEY OF AMERICA'S FAMILIES (2002) X axis = School engagement. Red line=females. Blue line=males. (a) About how often in the past year have you participated in volunteer activities through a religious, school, or community group? (b) In the past 12 months, about how often have you attended a religious service?

EXTRACURRICULAR ACTIVITYEXTRACURRICULAR ACTIVITYFigure 3.2: The linear relationship between school-age African-American males’ youth activity (Y-axes) and academic achievement (X-axes)

aComputer Use bOrganized Sports

NOTE. DATA RETRIEVED FROM HEALTH BEHAVIOR IN SCHOOL-AGE CHILDREN (2003) X axis = In your opinion, what does your class teacher(s) think about your school performance compared to your classmates? (a)How many hours a week do you use a computer at home and at school, not counting computer games? (Range: None; Less than 1 hour a week; 1 to 3 hours a week; 4 to 6 hours a week; 7 to 9 hours a week; and 10 hours or more a week); (b) How often play or practice an organized or supervised sport such as volleyball, football, basketball, hockey, soccer, cheerleading or swim team? (Range: Rarely or never; About once a month; About once a week; 2 or 3 times a week; and Usually every day.

Figure 3.3: The linear relationship between school-age African-American male students’ youth activity (Y-axes) and their grades (X-axes).

aSchool-based Activities. bCommunity-based Activities.

Black students in urban environments had significantly higher levels of academic achievement when compared with black students in rural environments.

Involvement in the juvenile justice system greatly impairs academic achievement among black males. African-American males are more likely to spend time in jail or a detention center than any other race. Young black males are involved in the juvenile justice system at twice the rate of white males.

School-based activities, especially sports, had the strongest impact on academic achievement. Time spent using computers also predicted high achievement among black male students.

Quick Facts!Quick Facts!

…break over the unnatural barriers and occupy higher ground. - Dr. Carter Godwin Woodson (1933) –The Mis-

Education of the Negro

Education is most effective when it promotes positive school-related growth experiences, with particular emphasis on teacher-child relationships, didactic learning and emotional support.

Positive parent-child communication, including parents expressing praise, helping with homework, talking about the dangers of drugs and alcohol and cooperative parenting arrangements, promotes academic success among black males.

Providing community resources and academic assistance to children in low-income areas, which build character through civic engagement, volunteerisms and sports, can improve academic functioning.

Most importantly, we must advocate for policy that reduces racial disparities in income and increases equity and inclusion in education.

Teachers do more than just teach content. They stand as models for what it is like to be an educated person. They also serve as surrogate parents, guides and mentors to young people. If students are to believe that they may one day be educated people who can make a positive contribution to society, then they need to see diverse examples. Dyquan Caldwell, 11th Grade

Gordon 2000

ARE WE PUTTING THE CART BEFORE THE HORSE?

Cart= Outcome Variables Standardized Test Scores Grade Point Average Attendance

Horse= Process Variables Student-Teacher Relationships School Safety Peer Relationships Parental Relationships Emotional Well-Being

How do we get to our destination with without the horse?

What is The Gentlemen’s League? A dropout prevention intervention/ mentorship

program for minority young boys "at-risk" of dropping out of school and/or choosing a life of crime. The program will serve middle school students in Charlotte-Mecklenburg County. The expansion of the program will find the Gentlemen's League in CMS' High schools as well.

The Gentlemen’s League Mission & Goal

The Gentlemen’s League’s Mission The Gentlemen’s League’s mission is to intervene in the lives of at-risk boys, 

in order to provide them with alternatives that will lead them away from a life of crime and violence, and lead them to a life of achievement. Our mission is to educate, empower, and elevate our males. 

The Gentlemen’s League’s Goal The overarching goal for The Gentlemen’s League Mentoring program is to 

reduce Charlotte Mecklenburg’s suspension rates, and to improve student achievement and increase Charlotte Mecklenburg’s graduation rate, which will ultimately decrease the juvenile violent crime rates in Charlotte for homicide, assault, and violent behavior. 

The Gentlemen’s League ObjectivesThe Gentlemen’s League’s vision is to instill in the youth of Charlotte Mecklenburg Schools the values of mainstream America, while respecting the existing values of the individual. This project focuses on three general objectives: Increase the availability of quality mentoring for youth in Charlotte by recruiting more caring, committed adult volunteers from traditional corporate, community, and faith-based sources of volunteer mentors. There are positive and successful men in our community to emulate.Decrease the number of disciplinary incidents and suspension rates in Charlotte Mecklenburg Schools. We must combat the disproportionate amount of negative information and stereotypes being disseminated about young black men.Increase student achievement and improve Charlotte Mecklenburg Schools’ Graduation rates. Everyone must assume responsibility for preparing our children to effectively deal with the challenges and struggles that now confront today’s youth.

Why is the Gentlemen’s League needed?

African American and Hispanic American males account for more than 50% of all suspensions.

50% of African American and Hispanic males are not proficient in Reading and Math.

African American Males are absent from school on average 10.7 days and suspended from school 10.6 days, while Hispanic American students are absent on average 11.1 days per school year and are suspended 7.7 days per school year.

The Gentlemen’s League Components

Mentoring Workshops Fieldtrips Community Service Ambassadors program Rewards for good grades/good behavior Tutoring Fresh Fridays

Criteria for the Gentlemen’s League

The Gentlemen’s League is open to any minority male, who is committed to the mission and vision of the program. You also have to do the following:

Complete a screening process (Referral, Application) Follow all rules and guidelines as outlined by the CMS and the school. Have a positive attitude and be respectful of mentors Meet at least once per month with your mentor (Minimum of 8 Meetings) Keep open communication with your mentor Attend quarterly service learning and monthly meetings for the program. Maintain a minimum of a 2.0 Grade Point Average while in the program. Attend at least 10 tutoring session as hosted by the program. Serve as role models for your peers. Display a willingness to learn and make changes.

Implementation of The Gentlemen’s League

The Gentlemen's League campaign will launch on August 26th, 2013. Applications will be due on Friday, September 6th, 2013 to Mr. Moss. Notification will be given out to students on Monday, September 9th, 2013. Nominations for Officers (President, Vice President, Treasurer, Secretary, Historian) will take

place from September 9th-13th. Elections will take place at the Retreat. 45 total students (15 sixth graders, 15 seventh graders, 15 eighth graders)

Questions??