transforming the educational experience of young …...webinar tuesday, april 24, 2012...

Webinar

Tuesday, April 24, 2012

nosca.collegeboard.org

Transforming the

Educational Experience of

Young Men of Color:

School Counseling Series

NOSCA: National Office for School Counselor Advocacy

Moderator• Jennifer Dunn, Director

The College Board National Office for School

Counselor Advocacy (NOSCA)

Panelist• John Lee, Director of Policy and Research

The College Board Advocacy and Policy Center

• Fanon Hill, Co-Director of the first Phase of the

Black Identity Project and Founder and Executive

Director of the Baltimore City Youth Resiliency

Institute

• Mario A. Valladolid-Rodriguez, Director Counselor

for San Diego Unified School District in the Race &

Human Relations and Advocacy Department

School Counseling Series, Volume I

College Board Advocacy & Policy Center NOSCA: National Office for School Counselor Advocacy


In Today's Webinar You Will:

Review and analyze the key research findings and the

recommendations offered in the Educational Experience of Young

Men of Color;

Discuss how the National Office for School Counselor (NOSCA)

responded to the call to action outlined in the research

recommendations;

Learn from two guest journal contributors their perspectives and

opinions on how to support and transform the educational

experiences of young men of color.

Utilize NOSCA’s Transforming the Educational

Experience of Young Men of Color: School Counseling Series,

companion handbook and webpage;



School Counselors RESPONDING

to the Research RECOMMENDATIONS

Volume I Volume II Volume III Volume IV Workbook

Coming Soon in the Fall, Winter & Spring!

Website: nosca.collegeboard.org/research-policies/young-men-of-color

Increase

community,

business

and school

partnerships

Reform

education

to ensure

college

and career

readiness

Enhance

cultural-

and gender

responsive

training



Young Men of Color2008 Dialogue Days at College Board’s Diversity Conferences

– Scholars, activists and policymakers from four

racial/ethnic groups discussed problems facing males

within each ethnic group.

2010 Educational Crisis Facing Young Men of Color

– Compiled insights and experiences of over 60 scholars,

practioners and activists into a report

2011 The Educational Experience of Young Men of Color

– Most compelling and comprehensive data that tracks

progress and pitfalls and adds the voice of young men of

color on their way to college.

Website: youngmenofcolor.collegeboard.org



Reports Key Findings:



Six Pathways

1

Enrollment 2 & 4 year College

2

Enlistment in U.S. Armed

Forces

3

Employment in U.S. Workforce

4

Unemployment

5

Incarceration

6

Death

Six Post-Secondary Pathways




1. Enrollment 2 & 4 year Colleges or Vocational School

Percentage of 15 to 24 year olds Enrolled in a 2 or 4 year College or

a Vocational School by Race/Ethnicity and Gender, 2008




Percentage of 18 to 24 year olds U.S. Armed Forces

Enlisted Soldiers, by Gender and Race/Ethnicity, 2008

2. Enlistment in U.S. Armed Forces





3. Employment in U.S. Workforce

Percentage of 15 to 24 year olds Employed, by

Gender and Race/Ethnicity, 2008



4. Unemployment

Percentage of 15 to 24 year olds Unemployed by

Gender and Race/Ethnicity, 2008




5. Incarceration

Percentage of 18 to 24 year olds in State or Federal Prisons,

or in Local Jails by Gender and Race/Ethnicity, 2008




6. Death

Percentage of 15 to 24 year olds Death by Gender

and Race/Ethnicity, 2007




Six Research Recommendations

1. Policymakers must make improving outcomes for young men of color a national

priority.

2. Increase community, business and school partnerships to provide mentoring

and support to young men of color.

3. Reform education to ensure that all students, including young men of color, are

college and career ready when they graduate from high school.

4. Improve teacher and school counselor programs and provide professional

development that includes cultural- and gender responsive training.

5. Create culturally appropriate persistence and retention programs that provide

wraparound services to increase college completion for men of color.

6. Produce more research and conduct more studies that strengthen the

understanding of the challenges faced by males of color and provide evidence-

based solutions to these challenges.




Mario A. Valladolid-RodriguezDistrict Counselor, for San-Diego Unified School District in the

Race & Human Relations and Advocacy Department

Panelist and Journal Contributors

Volume 1 of the Series

Fanon HillCo-director of Phase I of the Black Identity Project and Founder

and Executive Director of the Baltimore City Youth Resiliency

Institute



By Fanon Hill



By Mario A. Valladolid-

Rodriguez



Question #1What is the purpose of each of your organizations and

why do you feel it’s necessary to have these types of

supports for young men of colors’ progress

kindergarten through high school and beyond?

• Black Male Identity Project

• Hombre Noble Club



Black Male Identity Project

• Asset vs. Deficit Driven

• Using Art as a framework for self

definition, identity formation and

image reclamation

• Partnering with schools to provide

environments that are cultivate

academic achievement for young

men of color



Hombre Noble Club

• Empower Latino students by

introducing positive aspects of the

indigenous cultures of the

“Americas”

• Integrate historical references into

the school’s core subjects



Question #2

In your articles, you suggested several

strategies to engage young men of color, could

you describe some of the strategies necessary

for the success of your programs?



• Providing a space for African American

students to share and express unique gifts

and talents

• Development of independent thinkers and

social change agents




Hombre Noble Club

• Self-Identity

• Manhood (How to Define Being a Man?)

• Sex-Education

• History of Oppression

• Career Building

• Parent Involvement



Question #3

Do you feel that it is necessary for a school

counselor to be a man of color to work with

young men of color?

How can school counselors begin this work?



• Focus is on practice

• Practicing collaborative leadership

• Partnering for the purpose of building the

capacity of resources and supports




Hombre Noble Club

• Important to understand the context and

culture of the Latino community

• Understanding the value of the bonds

between school staff and community

members



Question #4

What advice would you provide a school

counselor if they wanted to implement a

program to support young men of color

understanding that one person cannot move a

school, there is usually a core group of people

who can move a whole school?



• Reach out to community leaders

• Use the community resources and supports

as tools to connect with student’s culture,

talents, interest and abilities

• Develop an African American focused group and

give them an opportunity to take ownership of

their own learning and influence the culture

and climate of the school




Hombre Noble Club

• Using Data and Identify achievement

gaps and opportunity gaps

• Collaborating with staff and faculty and

community agencies outside the school

to build a network of supporters



ExamplesSingle Parent

House Holds

High

Unemployment

Urban,

Suburban, &

Rural

Context

NOSCA’s Transformative Process: Transforming the Educational Experience of Young Men of Color



ExamplesLanguage

Values/Norms/Tr

aditions

Faith Based

Cultural

Competence

ExamplesAcademic Rigor

Discipline Policy

Out of Special Ed

into GATE

System Wide

Approach

ExamplesAchievement/

Participation/

Opportunity Gap

Disaggregated

Based on

Subgroups

Student

Outcomes

Data

The Unique Design of the Journals

Student Voices

I do not completely know myself. I do

not have the slightest idea. I know

what I dream of: to go to college, get a

career, get married, start a family, live

in the country, and live a life I deemed

normal. Just because we come from

different places, that does not mean

we as one race, the human race, can

not have the same dreams, hopes,

wants, desires or visions for the

future. I am a child of Uncle Sam’s

and America is my homeland.

Kevin A.

11th Grade

Authoritative Voices

Dr. Cheryl Holcomb-McCoy

Hemo Katoa

Stedman Graham

Vicki Bisbee

Fanon Hill

Maryn Frujieda (Interview)

Mario A. Valladolid-Rodriguez

Dr. Freeman A. Hrabowski III

“A Woven Approach”



Journal Series

Companion Workbook

The activities are meant to

challenge your perspectives and

practices.

The self-reflection and group

activities are focused on facilitating

conversations around race,

ethnicity, culture, gender, and

English Language status.

Most importantly, challenge you to

act — to create strategies to influence

and develop school policies, and to

transform practices.



Sample Workbook ActivityEntitled: “Understanding Student Voices”

“ As an African American student, my race never really had an effect on me until I was in

middle school. My parents always reminded me of the importance of education, so I

would focus on excelling in school. By the time I was in middle school, though, I — as

well as others — noticed that I was the only African American in many of my honors

classes. At first this realization made me feel slightly uncomfortable. I always had mixed

feelings about the remarks that were made about my academic ability, given my race.

Many students and teachers would say how they are impressed by my effort and how well

I do in school, and at first I was not fazed by it, I actually was motivated to keep doing

better because of it, but by eighth grade I became annoyed by the constant reminder that

I was a rarity — that students of color tended not to do so well in school.”Rawlings T., High School

1. How would you describe the feelings expressed in the excerpts?

2. Which statements are most compelling? Why?

3. What effects do you think these experiences have on the students’ schooling?

4. What steps would you take to create a student-centered environment that

would support young men of color?



Sample Workbook Activities



• Downloadable Journal Series

and Companion Workbook

• Capturing the Student Voice

• A Review of Research,

Pathways and Progress

• Young Men of Color Video

School Counseling Journal Series

Website: nosca.collegeboard.org/research-policies/young-men-of-color



Using the Journal Series and Workbook

Where do you begin?• Begin by reading the articles in the journal series

• Take note of the compelling statements or themes

How do you use the series and workbook?• Individual

• Group

When should you use the series and workbook? • Professional Development Days

• Staff Meetings

• Other



Using the Journal Series and the Workbook

Who decides to use the series and workbook?

• Everyone should use these resources

• Atmosphere must be safe

• District office, teachers, administrators and school

counselor

Who leads the discussions?• School Counselor

• School Counselor District Director



Q and A



Submitting Online Questions Questions may be submitted at any time during the presentation.

To submit a question:

Click on the Question Mark icon (?) on the floating toolbar on your Web Session screen (as shown at the right).

This will open the Q&A window on your computer only.

Type your question into the small dialog box and click the Send Button.

Q&A icon



PLEASE JOIN US FOR UPCOMING NOSCA WEBINARS

May 3, 2012

School Counselors’ Guide Series to the Eight Components of

College and Career Readiness

Gain immediately usable interventions, strategies and K-12 resources

for each of the eight components for working school wide, across a

district, with parents and families, and with community and business

partners.

May 10, 2012

The School Counselor: Broker of Services in the Own the Turf

Community

Learn how school counselors can develop and mobilize Own the Turf

collaborative community partners to build student and family social

capital and the knowledge needed for all students to graduate from high

school college and career ready.

NOSCA Webinars



Questions?

For further information:

Visit: nosca.collegeboard.org or

Email: [email protected]



transforming the educational experience of young …...webinar tuesday, april 24, 2012...

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