Are African Americans Losing the Race? Part I

Every race, culture and ethnicity has encountered significant struggles in the progression of their people. Where most ethnicities have managed to flourish despite the disadvantages common to minority groups; collectively African Americans have not been able to accomplish the same. I am inclined to believe that somewhere along the way, our voices were silenced and our vitality was diffused in the process of attempting to obtain our piece of the American apple pie. In retrospect, we can follow the trail of African American undertakings and observe how our mission for transcendence became muted and less urgent as each hardship and hindrance to success was surmounted.

Seldom is it ever disputed that our momentum as a race has subsided since the days of the Civil Rights Movement. A select few may debate whether or not we are still contenders in this cultural campaign we set out to win almost a half century ago. The general consensus is that the days of transformational African American leadership have been left behind to smolder in the ashes of the revolution. Silence has replaced the utter cries of “Black Power” heard amongst those gathered at Black Panther rallies or “We Shall Overcome” Civil Rights marches in Alabama and or my home state of Mississippi.

The selfless “by any means necessary” valor that once ignited our passion to unite and conquer – or at least “take back what the devil stole” – of the 60’s and 70’s has seemingly been eradicated by egotistic attempts to acquire a portion of the American “dream.” Thus, by abandoning and sometimes disowning our fellow brothers or sisters while undertaking selfish ambitions, we’ve failed to recognize that the formula for prosperity also includes the gallant deed of “paying it forward.”

These days, I refrain from watching the news as often as possible in an attempt to shun the anti-intellectualism and misrepresented barbarism of our people displayed on CNN and Fox News every morning. Why? Because it angers me that as time progresses, we seem to regress – at least according to the media.  Nevertheless, I can no longer stand up and speak against the media portrayal of our people, being that I can potentially walk the streets of the inner city and encounter those same thugs, and welfare recipients who remain content in living off the system, while Outkast’s “Get up, Get out,” plays in my head.

I find myself asking questions like: At what point will we break free from the clutches of stereotypical perceptions and realize that we keep ourselves imprisoned by remaining targets of ridicule? When will we conduct some deep soul searching and emerge as beings that look nothing like the images portrayed on television screens? When we will make liars out of mainstream media? Where are the positive African American figures that can inspire young sons and daughters to be educated, powerful and influential iconoclasts like Colin Powell and Oprah Winfrey?

The courage that once drove Martin Luther King Jr., Maya Angelou, Angela Davis, Andrew Young, Jessie Jackson, and Nikki Giovanni can lead us to the “Promised Land.” True, history proves that many of our Civil Rights leaders were either killed or thrown behind bars for standing up for a divine cause, but they still marched on. We must step up out of the inferno created by our traumatic past in order to rise like a phoenix from the ashes. 

I still marvel at the words of Professor Cornel West when he spoke at Tavis Smiley’s State of Black America panel in 2006. He stated, “If you can control the minds of men, you can control their actions…our mind is the most powerful weapon we have…” Statistically speaking, how many of us are actually using our artillery to our advantage? Most of us will not pick up a book to even begin the process of equipping ourselves with the knowledge and wisdom that it takes to become successful.

Instead of using the agony of our past to obtain the vigor necessary to become something other than what the world expects, African Americans remain oppressed and controlled by our own misrepresented realities. Still today, we organize marches against police brutality and embark upon a revolution for social change. This amazes me, being that we have yet to stop and change our own actions. In fact, statistics of divorce, single parent homes, incarceration, teenage pregnancy, black on black crime, the spreading of AIDS/HIV epidemic, and high school dropouts, rank high among African American communities. As long as we remain angry about the deeds of others – which by the way we cannot control – we can never move on. Anger and force are conduits to frustration and resistance, which ultimately creates disease.

The moment a prominent figure is in legal trouble or an innocent black man is gunned down for no apparent reason, an opportunist emerges to “save the day.” Doesn’t this contribute to the notion that we as a people need to be emancipated instead of being encouraged to become leaders and activists? It is through the empowerment of self that the resilience to avoid crippling mentalities is learned and practiced. Once we begin to change our paradigms and understand that freedom is the state of mind into which we were born, we can then begin to alter our behavior to that of affirmation and rehabilitation. 

We should turn our cheeks to the provocations imparted by a society that expects us to act antagonistically. We should look within for the peace we seek to obtain from others who don’t have the power to give it in the first place. We should focus on finding answers and solutions to becoming a greater, mightier people. We should focus on gaining respect for ourselves rather than forcing outcomes from people who are less enthused about us rising out of poverty, lowering the percentages of incarceration and black on black crime and combating the AIDS/HIV epidemic. How can we expect others to respect us when we have very little respect for ourselves? Our focus should be education, entrepreneurship and the value of family and life, instead of trying to force America to give us something they obviously have no interest in parting with. In the words of the late great Gil Scott-Heron, “The revolution will not be televised!”

Educating and Nurturing Homeless Students

Homelessness is another step down on the ladder of poverty and it is a very real problem faced by 1.5 million children in the United States.  Many homeless families live in shelters in rural or urban areas.  With one income, high rent and living expenses, many families are just one emergency away from disaster. As a result, even children who still have a home to go to could lose it in a heartbeat.

For instance, a single mother trying to make ends meet cannot go to work because her child gets sick.  She must be with her child, as she has no one to help.  On top of this, she has medical bills piling up.  Even if she has a job to return to, she may not be able to afford her rent.

Homeless children still need to receive an education.  Yet, when they get to school each morning, they are often hungry and tired.  Like many children living in poverty, homeless children move frequently, and are exposed to drugs, violence, crime and more.  Also, transportation might be an issue for some homeless children and they miss a great deal of school.

When they are able to attend school, they may be teased for the clothes they wear and the fact they fall asleep in class. They may have difficulty making friends or a fear of participating in an activity in front of the class. Although many homeless children are with their families, older homeless children may be runaways or may have been kicked out of their homes. Many have been abused sexually and/or physically.

To help homeless families living in homeless shelters or doubling up with another family in an apartment (also considered to be homeless), Congress passed the McKinney-Vento Homeless Assistance Act in 1987.  This act was put into place to ensure homeless families will receive food, shelter, adult education, job training and more.  Barriers once keeping children out of school, such as not having a birth certificate, proof of immunization or residency, have been removed by this act. Unfortunately, budget cuts in recent years have caused this program to backslide.

Teachers who have homeless children in their classroom need to know how to help and support children without a permanent home.  Homeless children may be needy emotionally and due to lack of access to bathtubs or showers and little food, they may be unclean and unfed.  Teachers can be an anchor for homeless children by showing them compassion and understanding. 

It may also be a challenge to communicate with parents who don’t have regular access to a phone.  Of course, the most important thing for homeless children is that their families find a home.  Teachers might be able to help by working with local agencies, children, and their families to find a solution to their problem. Homeless children deserve a quality education just like all students. Teachers are the first line of defense but we all have to pitch in and do what we can to ensure that all of our country’s children have the chance to lead happy, healthy lives.

Forget Polls; Here is Why Obama Will Win in 2

A recent poll from McClatchy/Marist shows a loss of confidence in President Barack Obama among the general electorate. According to the September 20, 2011 poll, Obama’s approval rating is at 39% among registered voters nationally, an all-time low for him. For the first time in his presidency, a majority — 52% — disapproves of his job performance, and 9% are undecided.

Polls are snapshot representations of a small group of people. With some proper rules and solid theoretical reasoning, they can yield crude, yet occasionally effective attempts at understanding the general population. Polls are fickle – that is, indecisive. Similar to the people they represent, most polls cannot tell us the whole truth, and the reality they seek to model may change quickly and dramatically.

Some might find that a variety of recent polls show that President Obama’s chances in the coming 2012 Presidential election are in serious jeopardy. However, polls and press like this don’t faze me much at all. I find that when we stop to consider the facts, whether you like it or not, President Obama will almost certainly win the 2012 election.

Unlike liberal pundits, who claim that Obama is sure to win based on a largely subjective election formula, I reached the same conclusion using more conventional, hopefully objective material. Here are some of the major reasons why.

First is the fact that Obama’s financial base remains strong. Obama’s electoral coffers are almost certainly going to be much larger than those of the Republican candidate.

Secondly, the Republican Party has internal divisions. This has proven to be a partial deal-breaker for the Republican Party in the past (George H. W. Bush, among others). Obviously this isn’t the only challenge for Republicans, but the fact remains that party divisions can lead to political disaster.

Third, it will be particularly important that the Republican presidential candidate is sufficiently skilled at unifying, rallying, and leading party supporters, while being charismatic and persuasive enough to keep expanding the Republican base. They must do this while going toe-to-toe with a fully-activated, campaign-charged Obama: a tall order for the current candidate lineup.

Fourth, among blacks, latinos and other ethnic minorities, Obama is still the candidate of choice by far. The voting strength of these groups remains significant, and Republican candidates still have difficulty appealing to them without alienating their base.

Fifth, for the past few years, Republicans have lost some of their political clout and public image by being staunchly ideological and politically unresponsive in the face of important national debates and crises. I’m thinking of the healthcare and debt ceiling debates in particular. These issues revealed a startling sort of stubbornness among the Republican caucus, as well as growing ideological polarization among the American electorate.

As we know, the general population tends to be fairly evenly split between Democratic and Republican supporters at election time. Some see this phenomenon as an American political trademark: we prefer divided government because it facilitates compromise.

While President Obama has been fairly bipartisan – seeking to compromise and broker deals between the Republicans and Democrats – the Republican caucus has shown a major lack of this characteristic “American” political flair.

Finally, as political scientists will tell you, barring political incompetence, incumbents tend to win. Those who hold an office are more likely to keep it, for a variety of good (and bad) reasons.

Obama’s opponents regularly compare his approval ratings (Oh, here come the polls again) to that of previous presidents, and state that they’re dangerously close to a number of one-term presidents like Jimmy Carter and George H. W. Bush. The problem here is that present approval ratings have very little bearing on future voting percentages. You don’t have to approve of a medicine to know you’d be better off taking it.

The biggest challenges to Obama’s 2012 bid will be shaping a positive image of his handling of the economy, motivating a disparate and disillusioned Democratic Party base, and building another top-notch political campaign that will motivate the American public and win over independent voters. The presidential election is around 13 months away: more than enough time to energize the Democratic base and launch a strong campaign.

Obama’s task will not be an easy one. He has a lot of work ahead of him, and some stiff opposition; but as I see it, his success in the 2012 election is largely secure.

Avoiding School Reform Roadblocks

When initiating reform, an action plan must be developed before the school can determine how the reform will be carried out and how it will be measured. Too often, administrators become anxious and feel the need to change the reform before any data has been collected. More patience is warranted because if a plan is not working, it can be amended. The school team, which consists of educators, administrators, and other stakeholders, must make the necessary amendments without hindering reform efforts. Creating too many changes within one reform plan would be counterproductive and frustrating for all parties involved.

Many new administrators enter the field hell-bent on making a name for themselves and refusing to live in the shadows of their predecessor. Often, they feel as though their only choice is to go in a totally different direction, making the previous reform null and void. This situation creates frustration among the surviving faculty and staff. New administrators often make changes before they fully think about the consequences or repercussions of their actions. Perfectly competent adults massage their egos instead of thinking about what is in the best interests of the school and the children.

It is counterproductive to start one reform and then decide to start another several months later. Once a reform has been implemented, all parties involved must show fidelity to it until there is concrete data or evidence that indicates that it is ineffective. Reform is about creating an environment in which students are the priority and we as their teachers assist them in starting and finishing their journey to becoming educated citizens.

It is hard for many administrators and educators to grasp the fact that frustrations may worsen as the reform is being implemented. Often, issues arise because people do not welcome change. Some educators need to see that change is for the better before they completely support the reform. Once the rebellion to change has subsided and the reform has been implemented correctly, the waiting game begins. During this time, educators and administrators must go about the business of collecting data for analysis. The findings will give them a clear indication of whether or not the reform has served its intended purpose. If students are not progressing under the implemented reform, then it may not be fulfilling the needs of the students or faculty.

Strategic planning and the implementation of school reform sometimes require schools to absorb temporary setbacks in order to reap the benefits of long-term gains. Student progress might dip for a month or two before teachers and administrators see a significant gain in student learning and performance. Teachers and administrators need to allow change to take place and not panic when instant changes are not apparent. In many school reform efforts, educators and administrators must understand that policies and practices that met the needs of the past, do not necessarily address current needs or the needs of the future. They must realize that in order to obtain a great future you must let go of a great past.

Some administrators fall into the trap of emulating model schools. Model schools can be found in every major city, but when trying to recreate their success, many schools fail to achieve the same results. Trying to recreate another school’s success is potentially dangerous, even when schools share similar characteristics. This is because, regardless of the similarities, every district is unique. Often, after a large amount of time, energy, and money has been spent, the school declares the plan a failure and has nothing to show for the efforts.

Strategic planning, which is widely used in the educational arena, can assist districts in setting goals and implementing school reform. You would be hard pressed to find a school district that does not have one or more strategic plans awaiting execution. Strategic plans are a district’s consistent road map, even in the face of adversity. In the end, a strategic plan that reflects the culture and needs of each individual school is a better route than attempts to replicate the success another school.

What is Culturally Responsive Pedagogy?

The growing popularity of culturally responsive instruction is slowly causing traditional trends to be reversed, with the onus to adapt to the demands of the multicultural classroom being increasingly placed on the teacher.   Given the wealth of diversity in our nation’s public schools, it is no wonder that instructional theory is advocating a shift toward a pedagogy that emphasizes a comfortable and academically enriching environment for students of all ethnicities, races, beliefs, and creeds.

Culturally responsive pedagogy is a student-centered approach to teaching in which the students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world.  Culturally responsive pedagogy is divided into three functional dimensions: the institutional dimension, the personal dimension, and the instructional dimension. 

The institutional dimension of culturally responsive pedagogy emphasizes the need for reform of the cultural factors affecting the organization of schools, school policies and procedures (including allocation of funds and resources), and community involvement.  The personal dimension refers to the process by which teachers learn to become culturally responsive.  The instructional dimension refers to practices and challenges associated with implementing cultural responsiveness in the classroom. 

Given that a majority of teachers hail from a middle class European-American background, the biggest obstacle to successful culturally responsive instruction for most educators is disposing of their own cultural biases and learning about the backgrounds of the students that they will be teaching.  The processes necessary for preparing to teach in a culturally responsive classroom can be broken down into three general categories: exploring one’s own culture, learning about other cultures, and learning about students’ cultures.

Before seeking out knowledge about the cultures of the diverse students that they will be teaching, educators must first investigate their own heritage, upbringing, and potential cultural and racial biases.  A common side effect of being raised in the dominant European-American culture is the self-perception that “I’m an American; I don’t have a culture.”

Of course this is view is thoroughly inaccurate; European-American culture simply dominates social and behavioral norms and policies to such an extent that those who grow up immersed in it can be entirely unaware of the realities of other cultures.  A related misconception that many teachers labor under is that they act in a race-blind fashion; however, most teachers greatly overestimate their knowledge about other cultures, which manifests itself in a lack of cultural sensitivity in classroom management and pedagogical techniques. 

Fortunately, initial cultural biases can be overcome via hard work and reflection.  The necessary element for discarding pre-existing biases is a willingness to go through a process of rigorous self-appraisal in order to learn what needs to be changed to teach in a culturally responsive fashion.  A good way to start this process is by writing down reflections about family history, upbringing, and interpersonal relationship styles and how one’s experience may differ from the experience of a person raised in a different culture.

Eventually the focus of this reflection must turn toward one’s ideas about and racism and bias.  The culturally responsive educator should reflect on the fears, stereotypes, and biases that they have about individuals that are different from them. Once the educator can recognize that their own personal tastes are not objectively better than those favored by other cultures, they can begin to investigate and appreciate the traditions and values of those cultures.

Using Year-Round Schools to Close the Achievement Gap

In comparison to children from low-income and minority groups, children belonging to middle-class families enjoy more learning opportunities even during school breaks. Thus, extended school days may help low income and minority students achieve more learning throughout the year, and lose less of this new knowledge.

Year-round schools offer a variety of specific advantages in addition to increased learning. Some of the significant advantages include better student performance, reduced absenteeism among students and teachers, better discipline, diminished stress on teachers, and better learning opportunities for students. Schools following multi-track programs also enjoy easing of problems due to overcrowding, proper utilization of resources, and cost savings. The following sections discuss some of these specific advantages in more detail.

Teachers and students experience a closer relationship in year-round schools than they do in traditional, shorter-calendar-year schools. In the absence of any long-term break from school, students do not feel detached from the school environment. Furthermore, the additional time allows teachers to offer students time to achieve better results, creating a sense of excitement and interest in students, and a sense of unified effort between student and teacher. This is likely due to an increased sense of belonging and accomplishment.

Some people have expressed concern that teachers will have problems attending to their own family life if year-round schools are instituted. However, year-round school systems allow shorter but more frequent school breaks, allowing teachers more regular time during which they may concentrate on personal and family needs. As a result, many teachers in year-round schools actually feel less work stress.

Research suggests there is less teacher absenteeism in year-round schools. Teachers feel less of a need to take “mental health” days at year-round schools because they enjoy frequent breaks that gives them a chance to recharge regularly throughout the year. In addition, teachers are able to schedule professional development opportunities during the intersession periods, in order to compensate for missed classes during the summer. Research focused on teacher attitudes in year-round schools revealed that teachers found more satisfaction in the year-round school schedule.

Low income students have opportunities to garner habits for improved learning skills while attending year round schools, which in turn helps to close the achievement gap. The experience of immersion in learning offered by year round schools, with more time spent in classrooms, proves to be beneficial to many students from low socioeconomic backgrounds, including those for whom English is a second language. Many second language learners who have difficulty mastering English are advantaged by the opportunity to be immersed in English during intersession classes. They also develop better relationships with other students, and begin to feel more of a part of the school culture.

In addition to improving their academic standing, students at year-round schools may also have opportunities to develop creative talents they might not otherwise have explored, such as music and art. These classes work as a catalyst to improve personal growth.  Results from research studies conducted on student behavior in year-round schools as compared to traditional schools suggest that there is a significant difference between the two in terms of self-confidence and self-concept. Other studies have found that year-round students have fewer inhibitions, and feel positive about their schooling experience.

Various research studies reveal that students attending year-round schools often perform better than students in traditional, shorter-school-year schools. Differences in performance among traditional and year round calendar students from similar home environments are particularly important to note. Much has been written about the achievement gap between students from middle class backgrounds and those from low income backgrounds. However, low income and middle income students appear to make comparable achievement gains during the school year.

When low income students spend time away from school, the achievement gap widens. In fact, the rate at which the achievement gap widens between children from different socioeconomic backgrounds actually accelerates, when low income students are not in school.  Research shows that performance among students from low income backgrounds improves when they attend schools with modified calendars. It appears, then that modified school calendars should be considered as one of the viable options for reducing the achievement gap. 

Time to Learn: Revisiting the School Calendar Debate

The nine-month school calendar that emerged over a century and a half ago has proven resistant to change. It remains the predominant organizational structure within which learning takes place today, despite significant social, economic, and cultural changes over the past century that could have resulted in alternate ways to structure time for learning. Still, most school districts continue to organize learning around a 180-day, 6-hour school calendar, with summers as a period of limited or no district-sponsored learning activities. 

One explanation for the present school year is that it follows the 19th-century agrarian calendar, freeing up youth to work on farms during the summer months. Other explanations include the notion that children should not be exposed to the discomfort of early 20th-century, factory-like, non-air-conditioned school buildings in the summer.

Missing from these explanations for a nine-month calendar, however, are discussions that focus directly on student learning and achievement, which should be at the forefront of conversations focused on schooling. The propensity to naysay an alternate or modified school calendar routinely includes an array of non-achievement-based concerns. Issues such as family vacations, costs, use of facilities, extracurricular activities, teacher and administrator stress, and even the summer-recreation industry too often enjoy parallel positions of importance.

Students in the U.S. spend fewer days in school than their counterparts in many industrialized countries. In Japan, for example, students attend school 243 days a year, and academic learning does end not once the school day is over. The school day is extended, as many students attend Juku, which are privately run afterschool services that primarily focus on academic subjects, although some provide tutoring in the arts and sports.

Public schools involved in extended learning time efforts provide a U.S. version of a Juku; albeit one that is public and available to all students. They recognize that the amount and quality of time does influence learning, and their efforts result in improved learning and achievement for a number of children. Even though extended learning programs may primarily focus on low-performing, high-poverty schools, given the international achievement gap, all schools should keep a close eye on the success of these schools.

Extension to the school day is important, but extension to the school year is important as well. Research suggests that not only do achievement gaps develop when children from low socioeconomic backgrounds are away from school, but the rate of these gaps accelerates during the summer months. Comparable achievement occurs during the school year for children from both backgrounds.

During periods away from school, however, skills for children from higher socioeconomic backgrounds continue to grow, while no such advances occur for children from low socioeconomic backgrounds. Evidence suggests that modified calendars have a positive impact on achievement for students from low socioeconomic backgrounds, and thus should remain a viable option for schools seeking to improve achievement for students living in low socioeconomic environments.

Clearly, a structure for learning is needed that restores our stature as a well-educated nation and contributes to our ability to be a major player on the global economic playing field. Just as important, we need to provide enough time for learning so that young people have an education that allows them to grow into competent and confident adults able to choose how to live their lives. Holding on to a rigid traditional school calendar seems imprudent when viewed in light of such goals. Historically, supplemental schooling experiences to the nine-month calendar have existed. The time is ripe to flip the arrangement, so that the traditional calendar becomes supplemental to more effective arrangements of time for learning.