Engaging African American Males in Reading-Amber Hart
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| Embrace the Power of Text |
But wait there's more. The article starts out with saying that, "The field of education is saturated with studies documenting the poor performance and achievement deficits of African American males throughout their school years." We aren't teaching them like we do our other students. We are putting them in their own which is not beneficial to them at all. Like the picture above, we need to let them find their own voice. They need to be able to read texts that have more positive black role models. Not just talk about Rosa Parks or MLK during Black History Month or Martin Luther King Day. They need to have those black role models in their life because if they will not be interested and might act out because of it.
We put these labels on our black males, we say that their violent and dangerous. We judge them before we even get to know why they might be acting like that. We dismiss them away because it's just not something that we want to deal with. They have various cultural coping mechanisms that they use to deal with certain things like acting rough or dissociating from school. They aren't asked what's wrong them are immediately dismissed and not given the chance to explain their behavior. They aren't given the same opportunities that their white peers are given. They gave some possible solutions to address the literacy needs of African American adolescent males. One of them shocked me by saying that a possible solution would be schools and program specifically for African American males.
Excuse me but what is this going to do? Why would we want to segregate these men? Are we trying to undo all the work that African Americans did to integrate our schools to just back and do that again. Because if they design schools that are specifically for African Americans, then any other race that attends that school isn't going together the proper education that they deserve. We need to incorporate all cultures into our content. Not just about how our country started, don't hide the truth from them. We need to tell them how it is. We can't change the past, but we can learn from it. We need to learn about what we did wrong and then change it. We need to have texts that matter to all your students. They need to represented into your lesson or they will not be interested and will checkout. Then that's when you those behavior problems that I talked about earlier. They will lose interest in a topic and then they will get in trouble if their not paying attention. But how can you blame them if they can't relate because the texts that learn about your not always getting the full truth, you may be getting the good parts and they don't talk about the others. You have to give them the opportunity to critique society and where they see themselves in it.
The Power of Text is so important. We need to give our students texts that are culturally relevant to them all. They talked about making the reading relevant. And I feel that this is so important. As we have learned from blocks, our students will live up to our expectations of them. I few have low expectations they might be hesitant to go over that. We need to bring these meaningful texts into our curriculum, so that everyone can succeed societies expectations.
Please watch
this TedTalk talks about how to bring that cultural context and self-identity into your classroom.
Questions for you?
How can we incorporate these meaningful texts into our curriculum?
How can we make sure that everyone's culture is being represented in our curriculum?
How did you feel about the solutions that they addressed for African American males in the classroom?
Amber,
ReplyDeleteI really enjoyed your post, especially when you talked about the history aspect. They need to see what happened, why it was so terrible, and why we needed that change, and continue to need that change. I think that is important to show everyone, because it sometimes seems some people still do not understand the faultiness behind it. I think overall this article really expressed the importance as to why we are learning what we are learning in blocks. To me, this shows how fortunate we are to be getting this type of education. I this quote is proof that not all educators are getting the needed education we are getting, "This is problematic because educators who are seeking to identify ways to engage African American males in reading-related tasks have little guidance in doing so" (pg. 2). Something else that really enhanced my thinking is when the article talked about not just providing culturally relative texts, but positive ones as well is just important. "A meaningful program should include texts that shape a positive life trajectory and provide a road map that can help students resist nonproductive behaviors" (pg. 2). I think so often we are focused on just culturally relative we forget that the program should also be focused on positive situations, and relationships as well. I think your first question somewhat follows a question I had after reading this. My question was, "Why don't more educators make sure that meaningful texts are at the core of the curriculum?". My answer to myself was, because I think it takes effort, and people are lazy. To answer your first question I think it also somewhat of giving in effort. Checking your books like we did in Dr. Taylor's class to see if they were critical. I think it might be a combination of both that, people are not educated on this, or just lazy. Again, I think this is another way of showing us that what we are leaning in blocks is crucial!
Allison, I agree with what you have shared. I often wonder if educators have experienced a program at some point in their career to better address concerns in their classrooms. I mean, if there have been issues of discipline, which I believe there have been, then I would assume administrators wanting to address our students in a positive manner. Unfortunately, I have to think behaviors of disrespect and discipline issues are all that's addressed and not actual curriculum adjustments that focus on relevant teaching. If this is in fact what is taking place then how will our African American, Latinx, Native American, Asian, and others ever be given a fair shot at being successful in class? Also, when and if these concerns are addressed, do administrators ask their teachers to reevaluate how they are handling relevant curriculum and discipline concerns. It is time to look at all parties involved not only the child. We educators need to be accountable as well and advocate for our students.
DeleteHeather, I think you bring up a VERY good point. Last week in Kazembe's readings we read that often, we address the student for the behavior, when in reality it is something that the teacher is doing to set the student off. In one of the child's circumstance, at him there weren't bright lights and everything was dull, so when he came to the classroom where there was color everywhere, it actually changed his mood and made him so excited, that he was bouncing off the walls. Had I not been educated in a program that teaches us to critically analyze the way that we teach as well as other things, I probably would have just assumed that kid had ADHD and he was the problem, not me.
DeleteAs for your question Amber, 'How can we incorporate these meaningful texts into our curriculum?' I think we need to keep doing what we are doing now. According to the article, "Modifying curriculum on the basis of such texts and creating a responsive environment can foster meaningful discussions among students against an education backdrop of standards and accountability." (Tatum, 2009). As we have been learning, by fostering the children's engagement and discussions, and simply kid watching, altering the curriculum as needed, students will learn what they want, as long as you incorporate it into your standards, your all good!
Allison,
DeleteYes I couldn't agree more with you. Last year when we read that article in Professor Cosby's class about Columbus I learned so much about him that I didn't know. Growing up I was taught that Columbus was a hero, but in reality he was actually the villain. When I am a teacher and have my own classroom I want to be able to tell my students the truth about what happened. What we are learning it our blocks is so important. Already while observing the teacher at our school I see how different their teaching methods are compared to the ones that we are learning in blocks. Thank you
Amber,
ReplyDeleteI enjoyed what you had to say in your post. I really started thinking when you mentioned the proposed solutions that specifically address the literacy needs of African American adolescent males. I agree, how is a program for African American males ONLY going to benefit anyone? I feel like this is a lazy solution to what our education system knows is needed. Educators should be able to see what is taking place every time an African American male student is dismissed from class. What I wonder is why, why is this acceptable? I have thought it to be unfair that teachers are graded based on their students performance. To a degree I still believe it to be unfair. However, if an educator is not going above to seek why his/her students are not succeeding then I feel the educator should be graded fully. Students can only learn when subject content makes sense. If teaching strategies do not make sense then how can a student be blamed? This thought makes me think about the Ted Talk where a student James fell through the educational cracks. I think there are many 'James' who are in this position and find it difficult to be successful because their teachers do not care. It is not that students are unintelligent it is that the content being taught is not relevant to them.
I think it is important to incorporate many types of teaching into the classroom. I know people learn in many ways which means teachers need to teach in ways that allow all students a place and a chance for success. Alfred W. Tatum states, "during the last 30 years, however, the kinds of texts that African American males as a group encounter in schools have been characteristically "dis-abling"" (Educational Leadership,p.46). He says the way African American males are taught lacks perspective of the greater picture which then pushes students into special education. As an educator we need to make sure our curriculum addresses all students. When our administrators tell us we can't incorporate or adjust our teaching we do what we need to that will allow all students a positive and fulfilling education. As I already stated, I think teaching should be culturally relevant for all students. The solutions offer the same aspects but suggests pushing African American students into a segregated atmosphere. This solution is not what is going to help our African American students. What we need is a program that shapes our students to be successful and stay away from negative behaviors that pushes them to repeat negative actions. My question for you, what would you do if your administrator approached you saying the curriculum you are teaching, relevant for all students, is not approved and you need to teach accordingly?
Dear Heather,
DeleteYes I am so glad that you felt that way. I just don't see why they would think that making a special program that would be just for African American males. That completely goes against what people have done to integrate our schools in the past. And your right It would not benefit anybody and is a lazy solution. They don't want to take the time to get to know why those students might be acting that way. They are just dismissed and not what I want to do as a teacher. It is unfair that we as teachers are graded on the performance of our students. In times like that I remember a quote that my 10th grade english teacher would always tell us, "You can lead a horse to water, but you can't make it drink." We can do everything for your students. You teach them the right things, but their are just some students that might listen, they might choose that they don't want to learn. We as teachers shouldn't have to suffer because of that if we did everything we could for that student.
You do need to make sure that you are exhausting all efforts for your students. It is scary that a student could fall through the cracks like James. We as teachers need to be making the material that we are teaching are student relevant. They need to be engaged throughout the whole lesson. As for your question. If an administrator came to me and said that. I would be taken back a little, but I would want what's best for my student. If I wasn't teaching what is best for my students I would want to be told that and correct my teaching methods to benefit my students.
Amber,
ReplyDeleteYou have a really great post here about us as teachers selecting better texts for African American males. Its important that we not only select texts about males, but also about just African Americans in general. I agree with you that we should not just be reading about Rosa Parks or MLK. there are a lot of other advocates from the civil rights movement that people don'y know about because we focus on one person every single time, MLK. I really liked how in the article, he brought in texts that have to do with history as well as friendship, such as the book that is about a boy who was a slave and he meets a white boy the same age and they become friends (Tatum, 2006). I really liked the part of the article that talked about how books should be exciting for students, but they should also be a road map to apprenticeship while still being literacy lessons. It is important that we remember to pick texts that are not only relevant to their lives, but also relevant to their standards.
I wanted to comment about your opinion on separating schools. I just sort of want to challenge you on that because I personally don't think it is a bad idea. The thought behind it is that if there was an all black boys school, it would allow them to get the better culturally relevant teaching they deserve. And as much as the idea sounds like it is a backtrack, it has already happened. Moorehouse is an all boys HBCU in Atlanta, and Spellman is an all female HBCU. Spellman is actually the #1 ranked HBCU in the country and Moorehouse is #3..... The point I am trying to make here is that there are sometimes things, in my opinion, that it is nice to let people of color call their own and just have to celebrate their cultured with nobody else but people like them, because the are so minoritized, it is empowering to be surrounded by people who are just like you, thriving. Just like how their are black fraternities and sororities. Sometimes the learning can be centered better for their needs when it is coming from teachers and students just like them.
Just food for thought.
Merannda,
DeleteI really appreciate you challenging the opinion of school segregation put forth in the original blog post. I agree that we can't simply call it a backtrack from history and leave it at that when we have successful HBCU's across the country. I believe that it is important for white people to take a step back and think deeply about the possible advantages that could come from placing African American males in separate schools. It may be harder for us to understand as white people who haven't had to experience a school system not created for us. We must step out of our own experiences and realize they are not the same, and the support we need vs. what African American students need in schools may look different. As I mentioned previously, schools in this country simply weren't created to support African Americans. Like you said, Merannda, I think attending a school surrounded by people who look like you and watching them thrive as a minoritized group could be an extremely powerful experience! Thank you for sharing this insight!
Merannda,
DeleteThank your for challenging my opinion. It made me think about it in a different way. And you are right we do already have all boys and all girls school. I do see it from your point of view. Thank you
Amber,
ReplyDeleteI completely agree that African American children are not represented in literature in the classroom. And when they are represented, they are represented as violent and "bad". I think this ideology lies in the way society views African Americans, especially African American males. African Americans are socialized into believing they are "in need of being controlled" by strict school security in areas with predominantly African American students, as well as the film industry's portrayal of African Americans as violent, hot-headed, and "savages". This explain the disproportionate amounts of suspensions and expulsions of African American students for infractions that their White counterparts commit and get a much lesser punishment. It is disturbing that society views African American children as grown, and this idea is reflected in literature in the classroom. I think as teachers, we need to check ourselves. This goes as far as with our classroom literature choices all the way to our own implicit biases we have and those we act on that can harm our students.
I would like to try an answer your question: How can we incorporate these meaningful texts into our curriculum?
Alfred W. Tatum states, "History is laden with these kinds of enabling texts for African American males. An enabling text is one that moves beyond a sole cognitive focus- such as skills and strategy development- to include a social, cultural, political, spiritual, or economic focus" (Tatum, 2006, p. 3). We must choose texts that are relevant in all of these listed aspects to ensure that all our students are being reached, not just those of the dominant culture. And lastly, according to Robin Jocius and Samantha Shealy, "Although implementing critical book clubs and activities designed to promote social action requires careful planning, explicit teacher support, and continuous monitoring and reflection, we believe that this model offers a unique opportunity to engage students in sustained meaningful and authentic literacy experiences (Jocius & Shealy, 2017, p. 700-701).
Emma,
DeleteI do agree with you it is disturbing that our society gives a black male and a white male different punishments. With this I think of the swimmer from IU that rapped that girl while she was unconscious (can't think of his name to save my life). He only got 6 months in jail, when should have gotten more. Then, I think about if a African American man was in that same situation. He probably would have gotten way more and I hate how that is how our society works, that's just how it is. I wish that this wasn't a problem in our society. I wish we didn't judge someone of the color of their skin. Thank you so much for your response. :)
I completely agree with your blog post Amber! I think African Americans, boys in particular, have an unjust opportunity when it comes to learning. As we know they are punished more, punished more often, and pretty much set up for failure. It's up to teachers like us to be ally's for them and do what's right. I do think it's SO important that every ethnicity is represented by the books in class, but I think it's more than that. Don't just buy a book for a black child because it has a black character on the front. Considering the context of the book is also crucial- what's it about? Is this relevant? Not only being relevant by representing the color of their skin but also the life they live. The social aspect of their culture. So how can we incorporate meaningful texts in our curriculum? To me, having a wide range of books from a variety of topics can help. Making sure that not only the color of their skin is represented but making your library as diverse as possible. Having a book club, as talked about in another article, can help us make use of these books and give students choice. I also think having social justice picture books about every aspect can help children understand the world in which they live in. Letting our students know, African American boys in particular, that they have a voice and they can be heard. It's our job as teachers to do so.
ReplyDeleteMayson,
DeleteI really connected with your idea concerning a book club. Allowing opportunities for student choice, especially when exploring and analyzing different social issues, can allow for the formation of being socially proactive for our students. I feel that this book club you brought into the conversation would promote for our students to align with social issues and inequities that they feel strongly about, whether or not they face that particular oppression, is a huge step in the right direction for our students to form themselves as agents of change within their communities, with the potential to have a ripple effect on others around them! Text has so much power for students when they are "discussed in caring, supportive, and cognitively challenging environments" (Tatum, 2006), and it is up to us to provide the access, resources, opportunity, and appropriate environment for our students to do so.
Great post!
Mayson,
DeleteAs Kristen also mentioned, I really liked your idea of a book club. Not only would it provide a space for students to have choice and really dig deep into books about social issues to encourage analysis/discussion, but it would also work to help students see the "power of text" and learn how an empowering experience can come from it. I also liked what you said about finding books that extend beyond simply having African American characters. That isn't enough. We need books that encourage authentic conversation about student lives and how their culture has impacted them in terms of their community and society as a whole. While we can have the knowledge of what texts need presented, it will lack its true potential impact if the teacher doesn't have the knowledge and tools of what to do with it. How can we use the texts to instill feelings on empowerment and understanding of their culture? How can we take it a step further, beyond being culturally relevant? Instead, perhaps, culturally sustaining?
Amber,
ReplyDeleteGreat post on stirring the coversation towards the inequitable education that is dished out to many African-American male children throughout our public education system. Too often we have teachers with unaddressed implicit biases and racialized teaching practices that leaves lasting effects on the learning development and identity as a learner. When we present a Euro-centric curriculum that is tailored towards the white, dominant culture infused throughout much of society, we not only oppress our students in the classroom by limiting their view and access to literacy, but we also diminish their upward mobility as a member of society. I think choosing critical texts that "address students' cognitive and affective domains, taking into account students' cultural characteristics" (Tatum, 2006), along with opportunity to "connect the social, the economic, and the political domain" when accessing literature would help increase students ability to look at the world through a critical lens and challenge them to form their voice so that they may take action in realistic settings that currently affect them. I think it would be important to criticize the texts that portray deficit views of your students so that they can call out the inequities in literature and representation that you see in the literary world for minoritized students. In regards to your question, when choosing meaningful texts, I think it is critical to choose texts that promote the social action of our students, have authentic representations of identity that they can align with, and also provide other perspectives that broaden their world-lens when assessing social, political, and and economic structures not just in their communities, but also for the world so that they may be able to respond as a local/national citizen, but also as a global citizen of this ever so interconnected world today.
Great blog!
Amber , thank you for bringing such thoughtful points into this post. As I read this you brought to light many issues that I didn’t realize were as deep as they are. I can see more now on why it is so important for African American to feel included. Often times they are the group that is mostly impacted , they are also the group that is disproportionality sent out of the class or disciplined and this correlated to your points. Those who feel disengaged are more likely to act out at a young age , and if we are not engaging African American boys into the curriculum it is asking for them to be disengaged and act out. Our duty is to make a point of having them connect and feel welcome , otherwise we are creating our own issues , not the children.
ReplyDeleteI agree with you, African American students are misrepresented as non-great learners. Teachers should give them the tools to succeed and provide a cultural relevant lessons. African American students don't find interest in literacy because they weren't introduced to text that cover African American social issues, role-models, history, and etc. Students disengage because teachers don't change their curriculum instead they discipline their students. I agree with you, teachers should create a safe environment for them instead of blaming them for their bad behaviors.
DeleteNathalie and Eva,
DeleteThank you so much. Yes i also believe that they are misrepresented in schools and I wish they weren't. Like Eva said they aren't given the necessary tools that could help them success. They need to have those culturally relevant lessons where they are engaged and learning something about their culture. It needs to not be just bad things that happen to their culture. There needs to be positive things about their culture that are shared. If they are just learning about negative things of their culture, then they will internalize that their culture is negative. Both of you had very good responses, thanks again ladies!!!
At face value, I understand what you’re saying about segregating schools. However, I wouldn’t necessarily say that they are a negative at this point in history. In the context of most public schools, resegregation has been hugely detrimental to the quality of education for black students. This is because local governments don’t want to invest in these schools. Instead, the basis of urban schools’ funding comes from income tax. These schools then subsequently receive less funding than suburban schools because of the difference in revenue from income tax. In schools that aim to educate black students specifically, I think there may be better opportunity for funding and better teachers.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteGreat post-Amber, it's great to know that you agree with the many important perspectives that this article expressed. As future teachers, we should be aware of the African American students in our school community. We should provide them what they need, so they can aspire to achieve their academics. A takeaway I took from this article is that African American students need texts that help them realize their identities. I learned there are countless amounts of books that are created for African American readers. I believe culturally responsive books can influence African American students and they won't see literacy as a strict priority. If they read books that would interest them, they will learn more than learning from traditional books. From now on, we should avoid incorporating traditional or mainstream texts in our classrooms. Tatum mentioned, "An enabling text is one that moves beyond a sole cognitive focus—such as skill and strategy development—to include a social, cultural, political, spiritual, or economic focus (Tatum, 3)." We should always remember our African American students can't always cooperate with the strict standards or expectations that the schools set for all students. The teacher should commonly connect their unique backgrounds to their education, so they can engage with their schooling. If teachers are too focused on helping students for social, cultural, political, and economic reasons, students will notice. Students are more likely to disengage from literacy when their teachers don't put an effort to get to know every student. We can incorporate meaningful texts in our curriculum by assigning these books as homework assignments. I would instruct them to write in their journal and encourage them to ask questions. We can discuss their questions in class or after class. I would do what Tatum suggested about adding more readings that match students'' perspectives. This is a good way for students to learn more from their curiosity. These books can be added in our curriculum in many ways. I would suggest students read books over break, but they would select a book themselves. It gives students a chance to read a book that matches their interests and have control over what they learn. We can represent more cultures by adding texts that represent various cultures. I would ask my students for texts suggestions. The suggestions for texts can resemble the books they read at home. As for your last question, I feel empowered and informed to help African American students find interest in literacy. I'm relieved there are many articles that clarify us on how to empower African American students through literacy and more. Their explanations about African American students behaviors are driven by the school's strict priorities. They behave negatively as a coping mechanism. I feel great to know about the connection between traditional academics and their behaviors. Now, we have the power to change their perspectives, behaviors, and level of academics.
ReplyDeleteAmber,
ReplyDeleteThank you for your insightful post about the article. It is clear that you have a firm grasp on the disservice that our schools have done to our African American male population of students. I agree with what you said in terms of too many teachers simply turning their backs on them without taking the time to understand the reason why they are behaving a certain way or teachers refusing to actively step outside their "bubble" and realize the cultural influences that drive them. Placing harmful labels on African American students before they even enter the classroom and letting assumptions and biases show themselves in how they are treated. All these things that you mentioned in your blog posts is the reality in too many schools across the country.
You asked the question, "how do you feel about the solutions they addressed for African American students in school?" As you mentioned, they proposed segregating schools for African American boys. Although you disagreed with this point, I think there are some important things to consider before we dismiss it. I believe that it is important for white people to take a step back and think deeply about the possible advantages that could come from placing African American males in separate schools. It may be harder for us to understand as white people who haven't had to experience a school system not created for us. I admit, when I first read about resegregating schools, I struggled with the idea. However, I have to realize that, as a white person, this is something I may never truly understand. I had to step out of my own experiences and realize they are not the same, and the support white people need vs. what African American students need in schools may look different. As I mentioned previously, schools in this country simply weren't created to support African Americans. Its important for schools to zero in on African American culture and how their culture influences how they function in their community and how they function in society. Perhaps, particularly the oppression and discrimination they will face as a result of their skin. This is something they aren't getting in our schools today. Although it should be part of every school curriculum, perhaps a segregated school would push these important realities and ensure their students were educated on it. Like what Merannda said in an earlier comment, I think attending a school surrounded by people who look like you and watching them thrive as a minoritized group could be an extremely empowering experience! I don't think it is my position as white person to dismiss resegregating schools.
Hunter,
DeleteI really appreciated reading your comment on the idea of segregating African American males. My mind automatically went to NO when I read that in the article. I think you have some really great and valid points towards your opinion on the matter. You said, "As I mentioned previously, schools in this country simply weren't created to support African Americans" and I think this statement is very powerful. I think it's sad to see that we haven't stemmed away from this. The education system has never been made for any person of color. School should very much zero in on the African American culture but should be doing this with all cultures. If we segregate African American people do we segregate other cultures as well?
Amber,
ReplyDeleteI am really glad you brought up where they talked about establishing a place for African American males to be taught at. So with this being brought up and your question I completely disagree with this solution and the fact that its even being thought up just shows how badly our education system has failed African American males. We shouldn't be making a separate place for them, we should already be incorporating what is relevant to them and not just white history and sad stories that diminish the value of people of color. In the text "These Kids Are Out of Control: Why we must re imagine classroom management for equity, it was discussed of the lack of preparation some educators we have today are getting. The article says "... educators who are seeking to identify ways to engage African American males in reading-related tasks have little guidance in doing so," this just goes to show how little preparation and little knowledge being shared to educators to make this happen. Some educators just don't know how to do it. I am in no way giving an excuse. Our students have needs, they have lives, and they have very different cultures and it is up to us as their educators to give them the materials to grow. We need to be providing enabling text! The African American males in our school systems are experiencing assault to their identities and that includes growing up to be men. They can't be themselves due to data being captured by instruments that have no business being there in the first place. As educators we owe our students more than what it represented on standardized testing, we should be giving them voices and the chance to really learn how to be citizens in this society.