p.o.w.e.r proposal

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P.O.W.E.RDesiree Caro

Women & The Media, Fall 2011

Professor Cacoilo

December 10, 2011

Progress Organization Wisdom Education Respect


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P.O.W.E.R ii

Table of Contents

P.O.W.E.R ................................................................................................................................... 1

Abstract........................................................................................................................................................... 1

Context............................................................................................................................................................ 5

Rationale....................................................................................................................................................... 8

Program Aims........................................................................................................................................... 10

Target Group.............................................................................................................................................. 12

Program Implementation.................................................................................................................... 13

Bibliography......................................................................................................................14


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Desiree Caro

Women & the Media, Fall 2011

Professor Cacoilo

December 10, 2011

P.O.W.E.R 1

P.O.W.E.R

Progress. Organization. Wisdom. Education. Respect

Abstract

Problem Statement:

In the neighborhood surrounding

Middle School 223 in the Bronx,

44% of households are single mother

households; significantly higher that the 30%

representing the Bronx as a

whole, and the 12% across the nation. In neighborhoods such as this

one, adequate male figures are scarce, leaving young boys to fend for

Demographic Map of The

Bronx outlining

percentages of single


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P.O.W.E.R 2

themselves in discovering what it means to be a man in todays society

and how to become one. In the absence of proper role models, the

media becomes the main source of information for a young boy.

Through the media, boys are taught what a real man looks like, how

he behaves, and what he needs to do in order to reach the desired level

of respect and status. In most cases, the media, as well as society at

large, tells young men that in order to become successful they need to

stifle their emotions, command respect through violence, and objectify

women. While the male patriarchal ideal is standard across the

country, young boys in inner cities such as the Bronx are more

susceptible to negative outcomes such as gang violence, emotional

instability, and abusive relationships. In order to counteract the

images that the media within our patriarchal society constantly

portrays, a space needs to be provided for young boys to discuss the

healthy ideals in regard to masculinity with a responsible role model.

Academic support is also necessary for young boys to promote success


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P.O.W.E.R 3

through education rather than success through patriarchal ideas of

masculinity alone. These issues are relevant to our society as a whole

because the failure to address them results in a new generation of

young children with virtually no healthy role models

Program Objective:

The primary objective of the program is to provide a service that will

enable young inner city boys to learn about masculinity and success in

an alternate light; the program intends to highlight success through

emotional freedom and educational aspirations.

Key Program Activities:

Mentorship program: Young boys will be paired with college level

males in order to help set a proper example for them.


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Tutoring program/College guidance: Boys who are in need ofacademic support can seek help from a tutor within the program.

Additional guidance will be offered to students who are applying

to college.

Workshops: Discussions and activities based on issues of genderand masculinity as well as the college process. Tools such as

books, documentaries, and various forms of media will be used to

help reinforce the topic.


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P.O.W.E.R 6

Census Bureau 44% of college students are men, opposed to the 56%

who are women. Only 10% of the population enrolled in colleges are

minority men (Black and Hispanic). In contrast, according to the

United States Department of Justice Bureau of Justice Statistics, 16.6%

of Black men in 2001 have served time in State or Federal prison. The

same article states that about 1 in 3 black males, 1 in 6 Hispanic

males, and 1 in 17 white males are expected to go to prison during

their lifetime, if current incarceration rates remain unchanged

(Prevalence of Imprisonment in the U.S. Population, 1974-2001). In

2007, of the roughly 7 million Americans in the prison system, over 3

million were Black men. The rates of females in prison are

microscopic in comparison to the rates of men. Finally, according to

the National Center for Education Statistics, it is projected that college

enrollment will increase by 21% for females and just 12% for males by

2019.


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P.O.W.E.R 7

Without proper guidance, motivation, or discussions about the world

they live in young minority men will continue to struggle to become

successful. It is also important to convey the idea that patriarchy is

just as detrimental to men as it is to women. In The Will to Change,

Bell Hooks discusses patriarchy as a stifling force for men and boys.

She states

We must tell the truth about the power of patriarchy. We must

dare to face the way in which patriarchal thinking blinds

everyone so that we cannot see that the emotional lives of boys

cannot be fully honored as long as notions of patriarchal

masculinity prevail. We cannot teach boys that real men either

do not feel or do not express feelings, and then expect boys to feel

comfortable getting in touch with their feelings (Hooks 36).

It is necessary to engage in the cultivation of the emotional lives of boys

in order to guarantee a healthy and successful life for both men and


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P.O.W.E.R 8

women. The continuance of the patriarchal system facilitates the

downward spiral for young minority boys.

Rationale

Problem Statement:

In the neighborhood surrounding Middle School 223, 44% of

households are single mother households; significantly higher that the

30% representing the Bronx as a whole, and the 12% across the nation.

In neighborhoods such as this one, adequate male figures are scarce,

leaving young boys to fend for themselves in discovering what it means

to be a man in todays society and how to become one. In the absence

of proper role models, the media becomes the main source of

information for a young boy. Through the media, boys are taught

what a real man looks like, how he behaves, and what he needs to

do in order to reach the desired level of respect and status. In most

cases, the media, as well as society at large, tells young men that in


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P.O.W.E.R 9

order to become successful they need to stifle their emotions, command

respect through violence, and objectify women. While the male

patriarchal ideal is standard across the country, young boys in inner

cities such as the Bronx are more susceptible to negative outcomes such

as gang violence, emotional instability, and abusive relationships. In

order to counteract the images that the media within our patriarchal

society constantly portrays, a space needs to be provided for young boys

to discuss the healthy ideals in regard to masculinity with a

responsible role model. Academic support is also necessary for young

boys to promote success through education rather than success through

patriarchal ideas of masculinity alone. These issues are relevant to our

society as a whole because the failure to address them results in a new

generation of young children with virtually no healthy role models

Priority needs:

Positive male role models


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Educational/College guidance Discussions of alternatives to patriarchal thinking

Program Aims


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Program goal:

To aid in the advancement of young inner city males.

Program Objectives:

1. Motivate and young boys to strive for educational success andguide them in the process.

2. Provide opportunities for these students to engage in intellectualconversations about the world around them.

3. Foster an interest in the importance of college and education as awhole.

4. Provide capable and appropriate role models.5. Heighten critical thinking skills of these students.

Program Results:

The program will deliver remedies to the needs listed above in a

number of ways. Firstly, there will be implementation of a one-on-


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one male mentorship program in order to provide role models as well

as guidance and stability within the students life. Tutoring services

and after-school programs will also be available to promote

educational support. Lastly, workshops will be held discussing college

and other various issues surrounding gender, masculinity, and the

media. These components will result in better grades for the student, a

raised interest in higher education from the student, as well as

heightened confidence and self esteem for the individual.

Target Group

The target group for this program will be young boys ages 12-18 living

in the inner city, specifically The Bronx. There are an estimated

90,000 children in The Bronx alone who fall into that category.


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Program Implementation

Activity Plan:

Mentorship: Each student will be assigned a male mentor.Mentors will be selected by application process and will be hired


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application process and will be hired on an internship or

volunteer basis. Students younger than 11thgrade may be tutored

by 11thand 12thgraders in the program that show good academic

standing. The progress of the students being tutored will be

monitored by the director of the program at that location. The

tutoring program will take place throughout the entire academic

year.

College Readiness Workshops: Members of the program will berequired to attend a college readiness after school program.

Members in the 9thgrades will be required to attend once a

month, members in the 10thgrade will be required to go twice a

month and members in the 11thand 12thgrade will be required

to go once a week. These workshops will help to introduce the

idea of college at a younger age in order to get the students

familiar with the processes of researching schools, visiting

schools, filling out financial aid forms and applying to schools


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and scholarships. Different grade levels will cover different

curriculum, ending with the 12thgrade working on their

applications, scholarships, and financial aide in-class.

Instructors for these workshops will be hired by application

process based on their ability and knowledge of the topic. They

will be required to create lesson plans and structure the class.

There should be at lease two instructors per workshop.*

Media Analysis Workshops: Members of the program will also berequired to partake in a Media Analysis workshop twice a month

after school. These workshops will be geared toward examining

gender roles within the media. Discussions and activities will be

focused on the structures surrounding the stereotypes made about

gender and race within the media and ways that we can combat

those influences. The workshop will also discuss healthy

alternatives to patriarchal masculinity. Students will be given

*Model lesson plan has been attached.


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assignments in the form of readings or posts to a blog that the

class will create as a unit. The instructor for these workshops

will be hired by application process based on their ability and

knowledge of the subject matter. They will be required to submit

lesson plans for each workshop. There should be at least two

instructors conducting a workshop at a time*.

Resource Plan:

This program will be conducted in school, meaning it will be

established as a formal after school program. The program is a non-

profit organization therefore funding will be gained through awarded

grants, fundraisers, budget from the host school and donations. All of

the staff members will be volunteering their services. Resources will be

provided based on the amount of funding received by the list above.


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Bibliography

Bonczar, Thomas P. Prevalence of Imprisonment in the U.S. Population,

1974-2001. Rep. no. 197976. Washington, DC: U.S. Department

of Justice, 2003. Print.

"Fast Facts." National Center for Education Statistics (NCES) Home Page,

a Part of the U.S. Department of Education. Web. 08 Dec. 2011.

.

Hooks, Bell. The Will to Change: Men, Masculinity, and Love. New

York: Atria, 2004. Print.

"Imprisonment Rates by Race." Project America. Web. 08 Dec. 2011.

.

"Projections of Education Statistics to 2019 - Section 5. Enrollment in

Postsecondary Degree-Granting Institutions: Enrollment by

Selected Characteristics and Control of Institution." National

Center for Education Statistics (NCES) Home Page, a Part of the

U.S. Department of Education. Web. 08 Dec. 2011.

.


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Sabol, William J., and Heather Couture. Prison Inmates at Midyear

2007. NCJ 221944. Washington, DC: U.S. Department of Justice,

2008. Print.

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