As I sat in the School Improvement Team
meeting in August and we were analyzing our data to set goals for this year, I
could not look past the percentage of African American males falling further
behind each year in their EOG mathematics and literacy proficiency scores. It
was staggering and heartbreaking. We hear and talk about this gap all the time,
but when it is right in front of you, undeniably, it takes you by the throat. The gap is widening, the system is clearly
failing, and something must be done. Since then, I have been thinking very critically, and observing more
than usual. I have been finding myself analyzing African American male
students, whom make up over 50 percent of my class. I want nothing more for
them to succeed academically and in any other goal they may set for themselves.
Understanding why there is a gap is necessary in order for me to assist in
their success and working towards closing the gap.
In his article, “The Trouble with Black Boys:The Role and Influence of Environmental and Cultural Factors on the Academic Performance of African American Males”, Noguera(2003) states that apart from
the nature of the risk for these students, there are large implications from
structural and cultural expectations. The structural expectations come from the
risk factor in which the percentage of young African American males live in
single parent households, do not have access to adequate healthcare, and the
schools in the cities in which they live are underfunded. Cultural expectations
stem back in the history of this country, and despite the Civil Rights movement
and forward thinking of equality in this country, there is still a stigma and
evidence that hard work will still not fully reap the benefits that African
Americans are working to achieve. Noguera states this is why there is a
pressure on African American boys to gravitate towards the other routes such as
Athletics or Music. I read that that part of his article probably ten times and
had an “a-ha” moment and immediately made a connection to my own students. I
see stereotypes every day through social media, news stories, conversations
with colleagues, and even children’s literature that African American boys and
men are expected to be athletic and/or musically gifted. I believe these
stereotypes are leading to pressures on these young boys to perform in these
avenues, and the pressures are from all angles.
Yes, some programs within schools
are having a great effect on closing the gap with these young men, but it isn’t
the only way we can achieve this disparity. We as educators not only need to be
more cognizant and empathetic of what our students are experiencing and why, but
we must find ways to bridge that gap by exposing our students to their own
abilities for success, and provide opportunities in which all students can
access and have some level of accomplishment. Children’s literature is exactly
where one can start, if methodical in the choosing.
When looking for books that I think
can open the eyes of my students and expose them to their culture in a variety
of ways, it was amazing to see how many related to sports. They are fantastic
books that should still be shared, but I want to challenge myself in being more
conscious of choosing books that expose many different interests, dreams, and
goals but still in relatable context. In other words, I need to challenge myself in finding great literature
with African American characters experiencing life in a variety of ways.
I reviewed the text, The Barber’s
Cutting Edge by Gwendolyn Battle-Lavert and I think this is a fantastic book to share with any class. It
incorporates the African American culture in which the students may be able to
relate to visiting a barber shop and/or building relationships with community
members. It is also wonderful for teaching new vocabulary, and sharing that
though learning can seem challenging, there are so many people around you that
are willing to help. They want to see you succeed.
Upon
further research, I think reading almost any book by Ezra Keats would also lend
itself to representing multi-cultural characters in a variety of circumstances.
He paved the way when he first released Snowy
Day in 1962 by depicting an African American character in which his race
was never even referenced. Exposing students to literature in which the
characters are of different ethnicity and there is no actual implication or
focus on that aspect of the character itself, can also help weaken stereotypes.
Keats continued to create stories in which the multi-cultural characters are
simply experiencing everyday life; anywhere from having a parent that is considered
“different”, to having a new sibling in the household. He is a great author to
start with! I can’t wait to explore more texts that will open the eyes of my
students and how they are capable of ANYTHING, not just what they believe they
are expected to be capable of.
References:
Kiefer, B. Z. & Tyson, C. A. (2014). Charlotte Huck’s Children’s literature: A brief guide, 2nd Edition.
New York: McGraw-Hill.
Hoberman, J. (1997). Darwin’s athletes. New York: Houghton Mifflin
Noguera P. (2003). The Trouble with Black Boys:The Role and Influence of Environmental and Cultural Factors on the Academic Performance of African American Males Thousand Oaks, CA: Sage Publishing
Keatz E. J. (1962) The Snowy Day UK: Puffin Books
Battle-Lavert G. (1994) The Barber's Cutting Edge CA: Children's Book Press
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