Week 1 Part 1 Notes

Dr Wood: (0-16)

Focus on national issues of black boys and men (bbam) in education

Three ways bbam are viewed in educational settings

  1. Lens of distrust (criminals, deviants, up to no good)
  2. Distain (pathologized – lazy, uncaring, deficit of family, friends, and communities
  3. Disregard (intelligence and worth as to what can contribute in classroom)

Today – lens of distrust

Interview with S. Lee Merritt, civil rights attorney for young black men (17-36)

Killings not worse now, social media makes us more aware

Ryan J Smith, author of Black Minds Matter Report (2015), Executive Director of Education Trust West (38-58) presentation

Call to action to support black students in California and beyond

Education Trust-West is a nonprogit education equity organization focused on closing the achievement and opportunity gaps through research, data, policy analysis and advocacy

Systematic design of education that black minds matter less

Black students are more likely to be suspended or expelled, identified for special education, and be required to pay for and re-take remedial, high school level courses as college students.

Black students are less likely to be placed in gifted and talented programs, given access to a full sequence of college prep courses, and graduate from high school in 4 years and college within 6 years

In California

  • 2016 – 1 out of 4 black boys meet state reading standards
  • Since 1980 has build 22 prisons and 4 public universities
  • California Legislative Black Caucus hosts briefings across the state saying we have to do something about this (most recently in Monterey (11/6/17)

Across the nation

  • High school graduation rates up for black male students
  • Black boys are perceived as older and less innocent than white boys of the same age
  • Black students are much more likely to be punished and/or referred to law enforcement than given behavioral treatment
  • “Black males are over represented in every category associated with failure in American schools and under represented in categories associated with success.” Pedro Noguera
  • An African American man at the age of 34, without a high school diploma, has a 68% chance of being incarcerated.  With a high school diploma the percentage drops to 21% and with a college diploma, virtually non-existent
  • 2010-14 – 21% black students earn a bachelor’s degree

What we know about black male teachers

  • They feel they have an easier time building connections and trust with students, especially black students
  • But they are often made to be discipline enforcers for the school, rather than supported as educators

What we know about black parent’s interest

  • A Houston study found Black parents are most likely to check their child’s homework
  • A national student found that Black parents are most likely to value college as important for success

What does it look like when schools are authentically “equitized” – results

  • San Diego State has nearly doubled the Black student graduate rate from 2003-2013 from 31%-62%
  • Laurel Street Elementary School in Compton has increased English scored for Black students by 20 percentage points

Dr. Wood and Dr. Smith Q & A & Interview (59-108)

Black girls are doing better than Black boys, but still significantly lower than White boys and girls

The importance of teaching in a way that empowers communities that have been disaffected.

Pay attention to trauma – part of learning experience

Hear my Voice – Stereotype threat – Whistling Vivialdi, by Steele

Systemic institutional racism………don’t be afraid in education to have this conversation……..essential to close achievement gap

Adice to non-black teachers teaching black students – everyone has bias – not demonizing those individual – doesn’t make you bad, makes you human – it is a question of what we do with that bias – accepting responsibility – increasing self-awareness and making a commitment to do better tomorrow.  Need allies – don’t have enough educators of color……need to recruit.

Patrisse Cullors, Co Founder, Black Lives Matter (109-130)

Conversation about all black lives (queer, straight, non-binary, trans, fluid).

How black people are policed

Unions, deindustrialization, prejob/premed not preprision

Schools are hostile toward black students – becoming spaces of criminalization (Student Resource Officers)

Activism is not just protests, but engaging community to have conversations about what needs to happen – positive steps – develop tools, build leadership

Critical race theory – interest convergence – what is most important to the audience

BLM – part of a 500 freedom journey – evolving in addition to resisting – for example, electorial initiative – 50 town halls across the country……..what do we do and how do we get there?

Racial battle fatigue………how do you maintain sanity – therapy, spirituality, prayer, meditation, ground/center in what’s real and what’s not real, challenge ego, 15 minutes of fame, in it for the long haul……….”am I changing the material conditions for Black people.”

We have a movement and they have a movement – historical context, this is part of living in US, clings to white supremacy and patriarchy.

Book coming out………..When They Call you a Terrorist: A Black Lives Matter Memoir

Summary – Dr. Wood

“When spaces of care become spaces of criminalization”

“Building Black power means having conversations with and among Black people.”

“Allies are an important part of Black liberation as well, so it cannot occur on our own”

“White supremacy was always there, but in the current era, it is more overt, not subtle, not micro, agressive, not unconscious”

As educators, it is our responsibility to confront these ills with love.