making connections and creating solidarity with african american youth

Making Connections & Creating Solidarity with

African American Youth

Jeffrey Lewis and Adrienne Duke

Cooperative Extension ConferenceOctober 20, 2010

Madison, WI

Outline

• Context of Research and Program • What we learned about African American girls

and possible selves• What we learned about working with African

American youth in school

History of Working in Beloit

Student, family and school perspectives on the special education referral process

African American students’ perspectives support for school

Working with students and teachers to transform relationships and practices

• 62.5% of the students qualify for free or reduced lunch.

Hispanic16%

White43%

Black39%

Asian2%

Native American 0.5%

Research and Programming

School Narratives ResearchPossible Selves Research

Possible selves

• the self-knowledge that pertains to how individuals think about their potential and about their future

(Markus & Nurius, 1986)

Definition of “selves”

• Hoped for possible selves provide the individual with futures to dream about; they are the ideal selves that one would like to become (Markus & Nurius, 1986).

• When hoped for selves are viewed as attainable they become expected selves.

• There are also future selves that individuals hope to avoid or they worry about becoming; these are feared selves.

Expected Selves

• making good grades• involvement in extracurricular activities

(sports/arts)• having a job• having challenges and conflict in high school • attending college• being a mature and responsible person

Feared Selves

• Getting suspended, dropping out of school, or failing

• Being/becoming a “bad” person• not having friends or being less social in high

school• extended dependency on mothers

Findings

• Current positive experiences whether socially, academically, or through extracurricular activities, positively affected their expected or hoped for selves.

• Current experiences of girls who are not yet achieving their desired state, were motivated to do better than they are currently.

Findings cont.

• Significant others- parents, siblings, or other relatives- are very important in the formation and sustenance of possible selves

• Sisters and brothers were the most frequently cited people that influence school based possible selves. Siblings were both positive and negative influences.

Findings cont.

• These girls had an interdependent view of self “…Self found in the context of family and community” (Collins, 2000)

• Their relationships with others, peer status in high school, and image was central to every possible self category and theme

Most people do not know these things about the girls because

they never ask…

DO YOU KNOW HER?• “I like things like history, social studies and language

arts where you read all the time.”• “If I get interested in a book, then I have to take it

everywhere with me”• “I read over the summer”• “I like to draw cartoons and really like my art teacher”• “I get frustrated and angry when I don’t understand

my homework”• “I am frustrated when I’m late for school”

THROUGH THE LENS OF NEGATIVITY

Perceived Negativity

How much do we project negative or stereotypical images onto African

American Youth?

Gang Affiliation

“Teachers always think that everything we do is gang related.”

• Colors• Styles• Music• Friendships

Growing up too “Fast”/ Too Sexually Mature

“We can’t help that we are developed and have a body…”

• Body Type• Dress Styles• Music

“I think that some of the teachers are racist… When white kids dress or act the same way

we do they don’t in trouble like we do”

Inconsistent/Unfair Treatment

Relationship Building

For positive relationships to exist there must be: • Respect • Trust• Positive Interactions • Consistency • Inclusivity

Remember…

YOUTH ARE PEOPLE TOO

Contact Information

• Jeffery Lewis jeffrey.lewis@ces.uwex.edu

• Adrienne Duke adrienne.duke@ces.uwex.edu