Transcript Module 1 - University-Community Partnerships

Enhancing the School Success of Boys of
Color Grades PreK-3:
Train-The-Trainer – Lansing, MI
Promoting Academic Success (PAS)* Initiative
July 11, 2011
Dorinda Carter, PhD
Michigan State University
The PAS project was funded by the W.K. Kellogg Foundation to the
University of North Carolina - Chapel Hill. Michigan State University and
the Lansing School District , one of four PAS sites, developed this training.
Today’s Agenda
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Institute Overview
Introductions
Establishing Group Norms
K-W-L-H
Introducing Frameworks that Guide Sessions
BREAK
The Educational Crisis for Boys of Color in the U.S.
Take-Aways
Wrap-Up
Institute Overview
• Purpose
 Equip trainers with tools needed to implement professional
development on enhancing the school success of boys of color in
Lansing Public Schools
 Enhance educator awareness of issues affecting boys of color and
their school success, and the racialized and gendered nature of the
problem.
 Engage participants in critical self-reflection about the impact of
their social identity on their pedagogy and practice in the
classroom, specifically as it relates to interacting with boys of
color.
 Allow participants to PLAN and ACT in ways that are more
culturally inclusive for boys of color in the classroom
Institute Overview
• Modules
Module 1 – Establishing the Context for Training on
Enhancing the School Success of Boys of Color
Module 2 – Engaging in Critical Self-Reflection as an
Educator of Boys of Color
Module 3 – Understanding the Development of Positive
Male Identities for Boys of Color
Module 4 – Establishing a Boy-Friendly Classroom
Module 5 – Using Instructional Approaches that
Motivate and Engage Boys of Color
Institute Overview
• Overarching Structure for Sessions
Theory and
Concepts
Modeling
Strategies
Planning
Pedagogical and
Instructional
Strategies
Module 1
Establishing the Context for Training on
Enhancing the School Success of
Boys of Color
Introductions
• Activity 1.1 – Introductions
• Activity 1.2 – Get-To-Know-You Bingo
Establishing Group Norms
• Activity 1.3 – Defining and Establishing
Courageous Conversation
• Activity 1.4 – R-E-S-P-E-C-T
Theoretical and Conceptual
Frameworks
Critical Self-Reflections for
Educators
•How does my social identity
inform/shape my pedagogy
and practices?
Teacher Pedagogy
and Practice
Teacher Identity
•In what areas do I need to
learn more about cultural
inclusivity, culture, power
and difference?
•How might I be a more
culturally responsive
educator?
Teacher Critical
Consciousness
Culture, Identity, and Achievement
Identity
• Imposed
• Performed
• Beliefs and
Attitudes
• Pedagogy and
Practice
Teachers
Environmnent
Culture is embedded
in all of these pieces!
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Home
School
Peers
Larger Society
What is Culture?
• A shared, learned, symbolic system of
values, tastes, styles, beliefs and attitudes
that shapes and influences one’s
perceptions, behaviors and interaction
patterns in the world; ways of thinking,
knowing, and being in the world
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What is Culture?
• What kind of culture currently exists in your
school building/classroom? What type of
culture should exist?
• How is excellence defined in your school
building? Classroom?
The Achievement Gap is . . .
• Comprised of many gaps. It’s:
• A racial gap
• A socioeconomic gap
• A social class gap
• A gender gap
• A skills gap
• An opportunity/access gap
• A funding/resource gap
• A teacher quality gap
• ....
Equality ≠ Equity
• Equality is achieved through the recognition of differences.
• Acknowledge the differences that children bring to school (e.g., race,
ethnicity, language, gender, etc.)
• Admit and accept the possibility that students’ identities influence
how they experience school
• Accepting differences means making provisions for them
• Equity is providing equal access to the same opportunities
• You are achieving equity when you plan for differences
• Treating everyone equally does not mean treating everyone the
same.
• Equality is achieved when individuals are treated equitably.
Question
How am I promoting equity and equality at
various levels within the organization? What can
I do to ensure gaps are being filled?
What Contributes to Student Achievement
Outcomes?
• Structural/In-School Factors
– School culture and climate
– Institutional Policies and Procedures
– Teacher Pedagogy and Practice
– “-isms”
Individual
– Teacher Quality
– School district organization and leadership
– School building organization
• Environmental
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Social identities
Peer Groups
Home
Community
• Individual
Environmental
Structural
– Student achievement attitudes and beliefsStudent Achievement
– Student behavioral choices
A Holistic Approach to Student
Achievement
Home
Community
School
Student
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Forms of Capital
Forms of Capital
An individual’s assets.
Sometimes seen as
liabilities, depending on the
social context
Cultural
Styles, tastes, interaction patterns,
normative behaviors of social
groups of people
Human
The skills and capabilities an
individual has to make them
more productive in society
Social
Derived from family and peer
networks, relationship-building
Dominant v. Non-Dominant
Cultural Capital (for schooling)
Dominant (Traditional)
Non-Dominant (Non-Tradition)
Uniforms
Having the latest fashion trends;
sagging
Stephen Covey 7-Habits
Having to ride the bus to school
Parent advocate
“Proper” etiquette (classroom,
lunchroom, field trip, etc.)
Speaks Standard English
Students who conform to rules
Non-conforming student or deviant
student behaviors
Students who have an individualistic
disposition
Students who have a collectivist
disposition
Dominant v. Non-Dominant
Human Capital
Dominant (Traditional)
Non-Dominant (Non-Tradition)
Being on time
Having higher education
Lowly educated/Drop-out
High academic achievement
Being literate
Being non-literate
Being employed
Non-employment
Being able-bodied
Being organized
Non-organized
Being an English speaker
Being bi/mulitlingual
Dominant v. Non-Dominant
Social Capital
Dominant (Traditional)
Non-Dominant (Non-Traditional)
Participation in extracurricular activities
Parents who come to events and are
engaged in the schooling process in
traditional ways
Parents who are involved in nontraditional ways (i.e. at home, but don’t
necessarily attend school events)
Kids who are involved in formal
mentoring programs
Kids who are not involved in formal
mentoring programs
Kids of educators
Kids who are involved in a faith
community
Peer groups that value academic
achievement
Gangs
Kids with parents who have completed
high school
Kids who have parents who have not
completed high school
Kids in nuclear families
Kids in multigenerational households
Question
How can I/my grade level team/our staff build on
students’ non-dominant capital to enhance
their learning? How can I/we ensure that every
student is able to develop dominant
cultural capital?
From Awareness to Action
How is my school
currently addressing the
needs of boys of color?
Identify a diversityrelated issue in your
school. Given what
you’ve learned today,
how might you begin
addressing this issue?
What short-term action
steps do I need to take in
order to be more
culturally responsive in
my classroom?
Explanations for Underachievement of
Boys of Color
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Low teacher expectations
Peer pressure
Maladaptive behaviors
Negative student-teacher relationships
Eurocentric curriculum
Low parental involvement
Stereotyping
Racism
What Stuck?
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An ‘Aha’ moment
A pleasant surprise
Something that you had to struggle with to understand
Something that you don’t agree with
Something that you agree with strongly
Something you thought was particularly interesting
Something you didn’t expect
An insight or solution
Something you want to know more about/A question
that you have
Thank you…
• The PAS project was funded by the W.K. Kellogg
Foundation to the University of North Carolina - Chapel
Hill. Michigan State University and the Lansing School
District, one of four PAS sites, developed this training.