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 tomeet the needs of the child rather thanforcing the child to meet the needs ofthe 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

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NAEP Mathematics Grade 8

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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 QuestionHow 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?63