young men of color and early education€¦ · high quality child care in every setting –...

Young Men of Color and Early Education

Room for Philanthropic Impact

Presentation by: Dr. Marijata C. Daniel-Echols CEO

Presented to: Council of Michigan Foundations 42nd Annual Conference

Children of Color and White Children are Struggling Compared to their national peers, both White and Black

children in Michigan are worse off in overall child well-being while Hispanic/Latino children matched their peers. Source: Kids Count Race for Results Policy Report Michigan

Summary by the Michigan League for Public Policy, April 2014

On the 2013 National Assessment of Education Progress

(NAEP), just 26% of children were proficient in 4th grade reading. Source: The Nation's Reading Report Card 2013 State Snapshot

report by U.S. Department of Education. Institute for Education Sciences, National Center for Education Statistics, NAEP

How are our children doing?

While the majority of states have seen growth over 10 years in 4th grade NAEP reading scores, Michigan has seen a decline in scores over time. Source: Stalled to Soaring: Michigan’s Path to Educational

recovery by The Education Trust – Midwest, April 2014

Michigan’s rates of out-of-school suspensions in 2011-12

were higher than the national average for all races except Native Hawaiian/Other Pacific Islander Source: Civil Rights Data Collection Data Snapshot: School

Disciple by U.S. Department of Education, Office of Civil Rights, March 2014

We are ‘beating’ other states in the wrong ways

There is a 4th grade reading NAEP pecking order Within race/ethnic groups, girls do better than

boys Whites do better than Hispanic/Latinos, who do

better than African Americans

Many children are struggling, but some more than others

What Can We Do to Address Disparate Outcomes?

Black boys have been shown to benefit more than other children from full-day preschool programs.

Michigan’s Great Start Readiness Program

(GSRP) has produced statistically and substantively significant positive outcomes for children of color.

High Quality Early Childhood Education

Children of color who attended GSRP had better outcomes than those that did not

Took more 8th grade math courses. Were less likely to be retained for two or more grades. Had higher rates of graduating from high school on time.

Source: Evaluations conducted by the HighScope Educational

Research Foundation can be found at www.highscope.org

Selected GSRP Longitudinal Evaluation Findings

http://www.highscope.org/

Invest in birth through 3rd grade solutions Early Intervention for infants and toddlers. High quality child care in every setting – centers,

licensed family/group day care, as well as family, friend, and neighbor care.

Alignment of curriculum content and teaching strategies between preschool and early elementary.

Strengthen data systems and collection to allow for more in-depth analyses of outcomes by race/ethnicity and gender.

Policy and Program Investments Must be Strategic

[email protected] 517 816 4343

105 W. Allegan Street, Suite 200 Lansing, MI 48933

mailto:[email protected]



In Loco ParentisYoung Men of Color and Early Education: Room for Philanthropic Impact

Dr. Truman Hudson, Jr.BMe Community – Detroit

October 13, 2014

All Rights Reserved 2014 Dr. Truman Hudson, Jr. – www.bmecommunity.org

Purpose of Education

• An outgrowth of the needs of the society in which it exists (Dewey, 1934)

• Intelligence plus character is the true goal of education (King, 1948)

• Develop each learner to their fullest potential (ASCD, 1957)

• Produce a learning society (Ammons, 1964)

• Encompass and understand all the dimensions of the human experience (Forshay, 1991)

Statement of the Problem: Factors Influence Student Development• Student development is

influenced by systems (Bronfenbrenner, 2005).

• Systems influence student voice (Delpit, 1988).

• Understanding how systems influence student development is paramount to addressing student engagement and empowerment in instruction (Bronfenbrenner, 2005).

• Students in the margins voices are valuable in curriculum design and instruction (Freire, 1970; Giroux, 1992; Lodge, 2005; Kozol, 2005).


Systems Shape Identity

•Home

•Community

•Institutions

•Media

•Teachers' Pedagogy


View of the Parent

•Home•Community

•Institutions

•Media

•Teachers' Pedagogy


Student Identity in Early Learning


Community Perceptions Reinforced in the Media


Institutional and Media Perceptions of Black Males


Statement of the Problem: Challenges in the Classroom

• Equipment, Instruction, and Facilities (Kozol, 2005)

• Habitus(Bourdieu,1984)

• Pedagogy of poverty (Haberman, 1991).


Effects of Habitus

• These phenomena can be best explained by the theory of habitus. As Bourdieu (1990) and Cargile (2011) posit, habitus often reinforces the negative stereotypes that educators have of students from low SES communities, thus, intensifying the occurrences of the pedagogy of poverty with this population.


Local View: Children By the Numbers• Detroit Children Under 18 by Race (Data

Driven Detroit, 2012)

• 81.9 Percent Black

• 9.7 Percent Hispanic

• 4.4 Percent White

• 3.9 Percent Other

• Males by Age Distribution (Data Driven Detroit, 2012)

• 96,525 Males Under 18

• 25,187 Males 5-9

• 25,462 Males Under 5 Years

• Males by Race Distribution (Data Driven Detroit, 2012)

• 81.9 Percent Black

• 9.8 Percent Hispanic

• 5.1 Percent White

• 3.2 Percent Other


Detroit Public Schools Pre K – 2: By the Numbers


• 66 Schools

• 13,438 Students• 100 Percent Lead Teachers Are

Females (Detroit Public Schools, 2014)

811

4231

4351

4045

Student Population by Grade Level Fall 2014

Pre K

Kindergarten

1st Grade

2nd Grade

In Loco Parentis


• The legal doctrine under whichan individual assumes parental rights, duties, and obligations without going through legal formalities (Education Law, 2014)

• Design and deliver intentional learning experiences that affirm cultural assets (Noguera, 2012; Delpit, 1988; Freire, 1970; Norwood, 2006; Bales, 2009)

• Teach with care and concern for the well being of the whole child (Noddings, 2005; Delpit, 2006; App, 1996)

Student Centered Education


The Student As An Asset


Philanthropic Impact Areas Invest in reshaping the narrative

Asset Framing Discourse (BMe) That Promote Positive Images of Brown and Black Boys in Textbooks and the Media

Teacher Recruitment, Education, Placement, and Professional Development Programs That are Rooted in Authentically Valuing Brown and Black Boys as Assets (Culturally Responsive Teaching and Differentiated Instruction Pedagogy)


Works CitedAmmons, M. (1964). Purpose and program: how does commitment today differ from that in other period. Educational Leadership. October, 15-17, 72

Apps, J. W. (1996). Teaching from the heart. Malabar FL: Krieger Publishing Company.

ASCD. (1957). The ASCD Committee on Platforms of Belief. Educational Leadership. January, 232-233.

Bales, S. N. (2009). The trouble with issues: The case for intentional framing. New Directions for Youth Development, 124, 13-27.

Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste (R. Nice Trans.). Cambridge MA: Harvard University Press. (Original work published 1979).

Bourdieu, P. (1990). The logic of practice. Stanford CA: Stanford University Press.

Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks CA: Sage Publications.


Works Cited (Cont.)

Cargile, A. C. (2011). Being mindful of the habitus of culture. China Media Research, 7 (3), 11 – 20.

Data Driven Detroit. (2102). State of the Detroit child: 2012 report. Detroit MI: Author

Delpit, L. (2006). Other people’s children. New York NY: The New York Press.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, (3), 280-298.

Dewey, J. (1934). Individual psychology and education. The Philosopher, 12, 1-6

Education Law (2014). In loco parentis - Retrieved from http://educational-law.org/345-in-loco-parentis.html

Forshay, A.W. (1991). The curriculum matrix: transcendence and mathematics. Journal of Curriculum and Supervision, 6 (4), 277-293.


Works Cited (Cont.)Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum International Publishing Group.

Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York NY: Routledge.

Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, December, 290-294.

King, Jr, M. L. (1947, January - February). The purpose of education. Morehouse College -Maroon Tiger.

Kozol, J. (2005). Shame of the nation: The restoration of apartheid schooling in America. Westminster, MD: Crown Publishing Group.

Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematising student participation in school improvement. Journal of Educational Change, 6 , 125 - 146.


Works Cited (Cont.)Noguera, P. A. (2012, December). Schools in the 21st century: What will it take to really leave no child behind. Paper presented at the University of Michigan Dearborn School of Education 25th Anniversary Speaker Series, Dearborn MI.

Norwood, E. (2006). Culturally responsive teaching. Retrieved from http://ltl.appstate.edu


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