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Robert Murphy Training Goals Give historical overview of African American male experience Examine the possibility of a school to prison pipeline for African American males Address key issues preventing African American males academic


  1. Robert Murphy

  2. Training Goals  Give historical overview of African American male experience  Examine the possibility of a school to prison pipeline for African American males  Address key issues preventing African American males academic and social connectivity.

  3. Opening Activity  What day of the year is a military command?

  4. The Overview

  5. What Schools Do now • Feed • Educate • Teach Character • Clothe students • Provide afterschool activities • Health Services • Opportunities for travel

  6. What’s in a name?  Black — Synonyms 1. dark, dusky; sooty, inky; swart, swarthy; sable, ebony. 4. dirty, dingy. 5. sad, depressing, somber, doleful, mournful, funeral. 7. disastrous, calamitous. 9. sinful, inhuman, fiendish, devilish, infernal, monstrous; atrocious, horrible; nefarious, treacherous, traitorous, villainous. SOURCE: Dictionary.com

  7. What’s in a name?  Black? — Antonyms 1. white. 4. clean. 5. hopeful, cheerful.  SOURCE: Dictionary.com

  8.  “One ever feels his twoness - an American, a Negro, two souls, two thoughts, two unreconciled strivings, two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.”  W.E.B. DuBois

  9. Sobering Findings, African American Males:  Do not have the same  Are less likely to opportunities as their participate in early male or female childcare programs counterparts  Are less likely to be raised  Have higher infant in a household with a fully mortality rates employed adult  Have limited access to  Are more likely to live in health care poverty  Are more likely to live in  Are less likely than their single-parent homes peers to be employed Council on Great Schools, 2010

  10. Data in Maryland

  11. Who are our students? Maryland Public School Enrollment 70 60 50 40 1993 30 2000 20 2010 10 0 African Asian White Hispanic American

  12. 3 rd grade MSA Reading

  13. 3 rd Grade Reading Statewide – Disaggregated by Gender

  14. 3 rd Grade Mathematics Statewide – Disaggregated by Gender

  15. 8 th Grade Reading Statewide – Disaggregated by Gender

  16. 8 th Grade Mathematics Statewide – Disaggregated by Gender

  17. In Maryland, 10% of AA males are proficient or advanced in literacy on NAEP

  18. Teacher Expectations  Four experimental studies examining teachers’ treatment of Black and White students-  Coates 1972  Feldman & Orchowsky 1979  Rubovits & Maher, 1973  Taylor, 1979  All four experiments found that teachers were less supportive of Black than White students

  19. 4-year Graduation Rates by subgroup and gender

  20. External Factors

  21. Mobility

  22. Maryland mobility 2009

  23. What does the Research say  Rumberger and Larson (1998) found that high school students who make a non-promotional change are twice as likely not to graduate.  Xu, Hannaway, and D’Souza (2009) found that non-promotional moves are associated with lower mathematics performance for African American and Hispanic Students.

  24. Mobility Continued  A 2004 Maryland State Department of Education Report concluded, “Among non -FARMS students, even a single non-promotional transfer had a negative impact academically and this effect increased with the number of transfers.”  The report states, “These data suggest that some non-promotional transfer students not currently identified as at-risk may in fact be at-risk and could benefit from academic support programs”.

  25. Two Types of Mobility  Planned/Structure  Unplanned/Unstructured  Family moving  Displacement (Natural Disaster, Fire, etc..)  Divorce (w/ agreement)  Economic Reasons  Career  Unstable Housing  Military  Family Problems (abuse- substance, physical, etc..  Divorce

  26. Habitual truancy  A student is considered a habitual truant if he or she meets ALL of the following criteria:  The student was age 5 through 20 during the school year;  The student was in membership in a school for 91 or more days; and  The student was unlawfully absent for 20% or more days in membership

  27. Impacts of Mobility  Attendance  Habitual Truancy  Connectedness/Engagement  Performance

  28. African American men historically Low Skill Low Academic

  29. >

  30. Incarceration Rates  More young (20-34) African American men without a high school diploma or GED are currently behind bars (37 %) than employed (26 %)  One in nine African American children (11.4 %) have an incarcerated parent  One in twelve black men between the ages of 18-64 is incarcerated Source: Pew Charitable Trusts 2010

  31. Development of the Alternative Culture  Many African American’s development of people“hood”/community was in direct opposition to white social identity.  Thus various boundaries and boundary maintaining behaviors developed.  Whereby many black students attribute high academic achievement to “acting white.”  Negative peer pressure as a unique barrier to academic achievement.  Black students particularly males adopt differing strategies on how not to be labeled by peers Source: John Ogbu (1978,1983,1987)

  32. Disparate disciplinary treatment

  33. Zero Tolerance  The most widely implemented school discipline policy in the United States.  Zero tolerance policy assigns explicit, predetermined punishments to specific violation of school rules regardless of situation or context of behavior.

  34. Is Disciplinary Removal Effective?  30-50% of students suspended are repeat offenders  “ Suspension functions as a reinforcer...rather than as a punisher” (Tobin, Sugai & Colvin,1996)  Use of suspension correlates with  School dropout (school level) (Raffaele-Mendez; Ekstrom, 1986)  Juvenile incarceration (state level) (Skiba et al)

  35. Alternative Explanations of Disciplinary Disproportionality  Do black students misbehave more?  No supporting evidence  May in fact be treated more severely for same offenses  Student perceptions of disparity

  36. What Behaviors are Students Referred For? By Race Of 32 infractions, only 8 significant differences:  White students  Black students referred more for: referred more for: Smoking Disrespect Vandalism Excessive Noise Leaving w/o permission Threat Obscene Language Loitering

  37. What Might Be Causing Disciplinary Disproportionality?  Doesn’t appear to be related to AA enrollment  Perhaps correlated with overuse of suspension and expulsion  May originate at classroom level  No differences at office level (Skiba et al., 2002)  “Violations of implicit interactional codes” (Vavrus & Coles, 2002)

  38. What Else Might Be Causing Disciplinary Disparities?  Classroom Management  “Violations of implicit interactional codes” (Vavrus & Coles, 2002)  Interactions of some teachers/some students?  Cultural Disparities  Cultural misinterpretations  Lower or different expectations  Influence of stereotypes  How are African American boys perceived?  Different standards of “boys will be boys”  Differential standards for “respect”, “loitering”, “threat”

  39. Maryland Data Unduplicated count of number of students suspended or expelled by race

  40. Digging Deeper in the data in- school suspension only

  41. Maryland Out of school suspensions

  42. Maryland Out of School Suspension Data 2010  African American students represent 60,843/97,460 or 62.4% of all out of school suspensions in Maryland.  African American males are estimated to be 70% of African American suspensions equaling almost 43,000 out of school suspensions.

  43. Maryland Out of School Suspension Data 2010  Almost 18,000 African American males last year were suspended for Disrespect/Insubordination/ Classroom disturbance  Almost 14,000 African American males last year were suspended for Attack/ Threats/ Fighting

  44. Maryland records Manual Disciplinary Codes  701 Disrespect  Making inappropriate or offensive gestures, symbols, and/or comments others in any format (writing, verbal and/or electronic).  702 Insubordination  Refusing to follow directions of teachers, staff, or administrators.

  45. Maryland records Manual Disciplinary Codes  704 Classroom Disruption  Behavior that interferes with the learning of others in a classroom or other learning environment.  705 Inciting/Participating in Disturbance  Causing and/or participating in behavior that is disruptive/detrimental to the safe and orderly operation of a school.

  46. Maryland records Manual Disciplinary Codes  403 Verbal Threat or Physical Gestures that Threaten a Teacher, Staff or Other Adults  Threatening language (verbal or written/electronic; implicit or explicit) or physical gestures directed towards a staff member or anyone else other than a student. (Threat assessment may be necessary  404 Verbal or Physical Threat to Student  Threatening language (verbal or written/electronic; implicit or explicit) or physical gestures directed toward another student.

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