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Strategies for engaging African American Males in a PK-16+ continuum

Discuss stragegies from research on how to respond to the needs of African American males
by

Desiree Anderson

on 17 September 2012

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Transcript of Strategies for engaging African American Males in a PK-16+ continuum

Desirée Anderson and Jennifer Grace Strategies for Engaging African American Males In a PK-16+ Continuum Overview What is needed is a sense of urgency among policy leaders, educators, and business leaders comparable to the policy emphasis that other countries are placing on higher education—as reflected in shifting international rankings . . . the current level of performance will fall short in a world being reshaped by the knowledge-based global economy. Our country . . . needs to educate more people with college-level knowledge and skills (Callan, 2006, p. 5) African American Males suffer one of the lowest
educational attainments of any other racial or Ethnic group National for every 100 African American Males
who enter kindergarten only 3 will
graduate from college Achievement Gap -American students (as a whole) are not performing at the same level of other students worldwide.

-Within the context of American education, students of color and students from low socio-economic backgrounds are not performing academically at the same rate as White students, and students from the upper class.

-The Achievement Gap is evaluated mostly via standardized test scores, graduation rates, and college readiness and access School to Prison Pipeline Research identifies the school to prison pipeline as a conceptual framework used to understand how policies and practices--primarily from, but not limited to, the education and criminal justice systems--intersect in a manner which cumulatively results in students of color being disproportionately pushed out of school and into prison (Smith, 2009).

•Currently, the rate at which Black males are being pushed out of school and into the pipeline to prison far exceeds the rate at which they are graduating and reaching high levels of academic achievement. A deliberate, intense focus is needed to disrupt and redirect the current educational trajectory for Black males (Schott Foundation, 2012). Factors that ultimately affect
the achievement gap and
the school to prison pipeline PK-12 -Under representation in early childhood programs

-Over representation in Special Education programs Higher Education -Deficiencies from secondary school

-Remedial Courses

-Decline in Need-based financial Aid

- Microaggressions

-Campus environment Strategies that increase African American male
student engagement PK-12 -Under representation in Gifted & talented, Advanced Placement, and college readiness programs
-Zero Tolerance behavioral policies that affect children of color at alarming rates -other systemic microaggressions: -Cultivate one on one relationships
-Take advantage of professional development opportunities
-Practice and evaluate systemic strategies with fidelity
- Promote school wide culture of engagement
-Restorative Justice Circles/Counter stories
-Improve the educational quality and teacher
interaction for African American males
-Make college entrance curriculum the default
-Parental involvement Higher Education Build better relationships between K-12 & Higher Ed
Improve pathways from two-year to four-year institutions
Remove Financial barriers
Improve education training and cultural competency in teacher certification programs
Mentoring
Develop counter-spaces
Address school racial
climate issues -Negative images that African American males are exposed to at an early age through the mass media have also been attributed to their academic disengagement African American men are less inclined to invest in education because they are less likely to yield a favorable return on their investment when compared to White men (Epps, 1995) References
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