making connections and creating solidarity with african american youth
TRANSCRIPT
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
