Transcript S.A.A.B. Student African American Brotherhood

Connecting Differences
Increasing the Preparation, Engagement and Success of Minority Students
Tiffin University
FACULTY WORKSHIOP
Tuesday, August 24, 2010
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Native of Mississippi (MLK, Till)
Past, Assistant to the Vice President
of Student Affairs at Morehouse
College
Past Interim Vice Chancellor for
Student Affairs, North Carolina
Central University
Past Vice President for Enrollment
and Student Services, North Carolina
Wesleyan College
Past Vice President for Student Life,
University of Toledo
Past, Special Assistant to the
President, University of Toledo
Founder-CEO, Student African
American Brotherhood National
Headquarters
Aspirations to be a College
President/Chancellor
Social Innovator
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Ashoka Fellow (Ashoka.org)
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Nominee for the Howard W. McGraw, Jr.
Prize
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Increase your awareness about “Diversity”
Increase your awareness about the research
and myths around “Minority Students” with
emphasis on Black males.
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Share some pedagogical strategies related to
teaching racially diverse classrooms
Do one quick and fun personal assessment
exercise
Wrap-up
“A state of new normality….
Accepting the present as the “Norm”
The most successful institutions will not be those that ride
out the economic downturn by returning to the status quo
given the financial consequences… (Madeleine Ambrosio,
VP and Executive Director of the TIAA_CREF Institute).
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The summer will be just as important as the rest of the year…
the traditional four-year college program may become three
years…
Community colleges will play a larger role as it is the fastest
growing sector in higher Ed…
Using social media to reach students including Facebook and
Twitter is becoming an expectation
Online education will continue to play an indispensable role in
increasing access to higher education and introducing
efficiencies.
◦ Finding the right balance between using the internet to save money and
preserving the personal touch will be the real challenge…
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Serving the underserved and creating a “culture
of success for students”…especially [minority
who are becoming the majority] students in the
classroom.
Dr. Tyrone Bledsoe
January 2006
College of DuPage
Blacks developed their own folk theory that
the American system simply worked
differently for blacks and whites. For blacks,
being educated or "acting white" would still
not allow them to advance as far as whites.
Ogbu, J. U. (1994).
Becoming successful for black Americans
generally meant becoming "white." Successful
blacks were expected to talk and dress in ways
that conform to white American norms. In
other words, being successful meant
discarding distinctive black cultural heritage.
Ogbu, J. U. (1994).
The myth speaks to the notion that
minority people don’t like education
and that specifically Black people
think being educated is acting white
and somewhere deeply inherit in
their culture is a lack of value for
education.
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More people of color and women will
be in the workforce
 It was predicted that by 2010
 African Americans will accounts for 14% of
the total workforce
 Hispanics/Latinos will account for 12% of the
total workforce
 Asians will account for 5% of the total
workforce
 Age
of workers is rising
 Today, the median age is 40.5
 By the year 2019, the 55 and older
age group will represent a greater
population of the workforce than
any other time in the history of the
US.
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Almost half of the U.S. population will
be non-white
 By the year 2050, 47% of the total
population will be composed of Asians,
Hispanics, African-Americans and other
non-white groups
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In 1992, the annual value of the Gay
and Lesbian market was $514 billion
 Gay household income is $52,624 (41%
above national average)
 Lesbian household income is $42,755
(26% above national average)
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Women have strong purchasing power
(1995)
 37% of all U.S. automotive market
customers are female
 47% of all U.S. automotive market
customers under 50 are female. Thus,
women’s share of the market will likely
increase in the future
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Facts about U.S. Working Women
 54 million women are working
 Women are 45% of the labor force
 7 of 10 women in the age group 25-54 are in the labor
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force
65% of mothers with children under the age of 18 work
Most employed women work full time, all year long
Women earn 70% of men’s average weekly earnings
Women are concentrated in fewer occupational groups
Women work for economic reasons
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If we were a village of 1,000 people
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300 would be Christians
175 would be Moslems
128 would be Hindus
55 would be Buddhists
47 would be Animists
4 would be Jews
81 would be other religions
210 would be atheist or have no religion
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If we were a village of 1,000 people
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592 Asians
138 African Descent
130 Europeans
84 Latin Americans
46 US Americans
5 Canadians
5 Pacific Region
RACE
GENDER LANGUAGE STYLE SKILLS
TALENTS BACKGROUND EXPERIENCES
MENTAL ABILITIES AGE
NATIONALITY
CUSTOMS SEXUAL ORIENTATION
FAMILY
EDUCATION HEALTH CLASS
CULTURE
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Often leaves faculty feeling uncertain about how
to proceed and how to behave.
Pressures faculty to acknowledge and accept
students with perspectives other than their own.
Challenges faculty to diversify their syllabi
Challenges faculty to be more aware of
classroom dynamics
Challenges faculty to pay more attention to how
students are experiencing the learning process
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(Derek Bok Center for Teaching and Learning,
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Harvard University)
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Plan the course with a diverse classroom in
mind.
◦ By considering syllabi, course assignments, examples &
stories
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Find ways to make the actual classroom open
and safe for all students
Learn how to intervene tactfully and effectively
in racially charged classroom situations and to
manage tense moments or hot topics.
Assess conscious and unconscious biases about
people of cultures other than one’s own.
◦ How do one’s own experiences, values, beliefs, and
stereotypes influence one’s knowledge and
understanding of groups that are racially different from
one’s own?
◦ Do I expect students of color to need extra help?
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(Derek Bok Center for Teaching and Learning,
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Harvard University)
BY DEVELOPING CULTURALLY
RELEVANT CURRICULUMS
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High School Completion
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College Enrollment
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College Degrees
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What’s Happening?
◦ During the past decade the graduation rate for AA males slipped.
African American females graduated 56% from high school
compared to 41% AA males.
◦ Twice as many Black women as Black men now attend college
◦ AA males degree completion only increased by 3% from 20012004
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Inappropriate role models
Broken Homes
Bad school experiences
Low economic-related factors
(African American Boys: The Cries of a Crisis
by E. Bernard Franklin)
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African American boys are falling behind in almost
every measure compared to other ethnic groups.
African American and Latino males are more likely
to be diagnosed with a learning disability and twice
as likely to be place in special education classes.
◦ Of AA boys who enter special education, only 10% return to
the mainstream classroom and only 27% graduate (ACE).
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The number of African American boys who said
they hated school rose 71% between 1980 and
2001.
(African American Boys: The Cries of a Crisis
by E. Bernard Franklin)
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The data are clear.
Reports from the American Council on
Education and the Schott Foundation show that
AA boys spend more time in special education,
spend less time in advanced placement or
college prep courses and receive more
disciplinary suspensions and expulsions than
any other group in U.S. schools today.
Black boys represent the worst-case scenario
for a group coming out of public education.
(African American Boys: The Cries of a Crisis
by E. Bernard Franklin)
Dr. Melissa Roderick
University of Chicago
Dr. Nell Noddings
Stanford University
Cedar Valley College
7/20/2015
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 Promote the value of education and success
◦ Men of Power, Prominence and Progress
 Develop and maintain “Minority Male”
leadership, discipline and accountability.
 Create strategies and tools for renewal,
revival and resurrection for a population
often written off as “LOST”.
 Graduate our participants
 Create “Merchants of Hope”
 Create a “Spirit to Care”
To enhance the experiences of minority
males in colleges and universities around
the country---and ensure they GRADUATE
along with enhancing the college
aspirations of younger AA males (K-12)
7/20/2015
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Over 60 points:
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51 to 60 points:
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41 to 50 points:
◦ Others see you as someone they should handle with care. You’re seen as
vain, self-centered, and who is extremely dominant. Others may admire
you, wishing they could be like you, but don’t always trust you, hesitating
to become too deeply involved with you.
◦ Others see you as an exciting, highly volatile, rather impulsive personality;
a natural leader; who’s quick to make decisions, though not always the
right ones. They see you as bold and adventuresome, someone who will
try anything once; someone who takes chances and enjoys an adventure.
They enjoy being in your company because of the excitement you radiate.
◦ Others see you as fresh, lively, charming, amusing, practical, and always
interesting; someone who’s constantly in the center of attention, but
sufficiently well-balanced not to let it go to their head. They also see you
as kind, considerate, and understanding; someone who’ll always cheer
them up and help them out.
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31 to 40 points:
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21 to 30 points:
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Under 21 points:
◦ Others see you as sensible, cautious & practical. They see you as clever, gifted, or
talented, but modest. Not a person who makes friends too quickly or easily, but
someone who’s extremely loyal to friends you do make and who expect the same
loyalty in return. Those who really get to know you realize it takes a lot to shake your
trust in your friends, but equally it takes you a long time to get over it if that trust is
ever broken.
◦ Your friends see you as painstaking and fussy. They see you as very cautious,
extremely careful, a slow and steady plodder. It’d really surprise them if you ever did
something impulsively or on the spur of the moment, expecting you to mine
everything carefully from ever angle and then, usually decide against it.
◦ People think you are shy, nervous, and indecisive, someone who needs looking after,
who always wants someone else to make the decision & who doesn’t want to get
involved with anyone or anything. They see you as a worrier who always sees
problems that don’t exist. Some people think you’re boring. Only those who know
you well –know that you aren’t…
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The greatest handicap------------ Fear
The best day-------------------- Today
Hardest thing to do---------------To Begin
Easiest thing to do----------------Find Fault
Most useless asset----------------Pride
Most useful asset-----------------Humility
The greatest mistake--------------Giving Up
The greatest stumbling block-------Egotism
The greatest comfort--------------Work Well Done
Worst Bankruptcy-----------------Loss Of Enthusiasm
Greatest Need------------------- Common Sense
Meanest Feeling------------------Regret of Another’s Success
Best gift-------------------------Forgiveness
Greatest Success------------------Self-fulfillment/Peace of Mind
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Disclaimer:
◦ The presentation may be used for Tiffin University’s
"Diversity web site" only.
◦ The presentation cannot be used for presentation
purposes once it has been posted on the site.
 Dr. T. Bledsoe