Black boys targeted
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Black boys targeted






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    Black boys targeted Black boys targeted Presentation Transcript

    • Working With Black Boys Why they are targeted for discipline Macheo Payne Lincoln Child Center August 2010
    • Introductions Where are you from?
      • Name, zodiac sign (optional) , talent
      • What can you offer to this topic?
      • In what capacity do you work with Black boys?
      • How do you work with Black boys?
    • Training Goals
      • Frame the context in which Black boys are served in various context.
      • Develop a shared understanding of what impacts our work with Black boys
      • Build critical questions that can inform our continued work with Black boys
    • Visioning Activity
      • Close your eyes, visualize a Black male student you have worked with that made an impact on you.
      • Think about why they impacted you, positively or negatively
      • Think about how you responded to this student
    • Paired Share
      • Talk about your student and share your reflections:
          • Who this student was
          • Why they impacted you
          • How you responded (what was the impact)
    • How Are They Targeted? The endangered species Suspension/ Expulsion Drop out Low graduation Special Ed/ ADHD Remedial/ Tracking Disease Illness Low quality of life Discrimination is psychological warfare Homicide Prison Environmental hazards Profiling Education Health Safety
    • Risk vs. Protective Factors
      • Risk Factors
      • Environment (liquor store)
      • SES (income, class, social status)
      • Race (“old and black”)
      • Poverty
      • Community violence
      • Trauma
      • Neglect
      • Poor schools
      • Lack of nutrition
      • Broken family structure
      • Protective Factors
      • Supportive relationships
      • Positive engagement
      • Skills
      • Education
      • Access to resources
      • Internal motivation, drive, determination, talent
      • Resilience
    • Who Is The Oppressor? Oppression as the overt domination and exploitation of people, institutions and thought.
      • Everyone is an oppressor or sub-oppressor
      • If you passively or actively benefit from the oppression or exploitation of someone else, you are an oppressor
      • Primary Oppressors
      • People (interpersonal oppression)
        • Act of bigotry
        • “ ism’s”
      • Institutions (institutional oppression)
        • Police brutality
        • “ ism’s”
      • Ways of thinking (ideological oppression)
        • White supremacy (white privilege)
        • Any thoughts of superiority over others
      • Overt domination and exploitation of people, resources, and thought
      • Secondary Oppressors or sub-oppressors
      • Internalized oppression
        • Black on black crime
        • Negative self image
        • Inability to name source of oppression
        • Inability to identify the existence of being oppressed
        • Acceptance of negative stereotypes and labels into self concept
        • Inability to actively resist oppression
    • What Oppression Looks Like How are Black boys targeted
      • Negative presupposition
      • Escalation
      • Ultimatums
      • Leverage power and authority
      • Threats of consequences
      • Deny they a ‘choice or a voice’
      • Forget they are children
      • Refuse to apologize
      • Treat them like adults
      • Intimidate them
      • Fail to hold them accountable
      • Black boys are limited culturally, in what they can express and how they can express it
      • Care, concern, fear, hurt, sadness, shame, embarrassment,
      • Most of our students are acutely aware of their positioning in society.
    • Strength-Based "Men are whipped oftenist who are whipped easiest."
      • “ The strength of someone who has endured the greatest hardship is best equipped for creating great social change.”
      • Fredrick Douglass was born into slavery. A ‘foster’ child, dropped off at 6 by his grandmother who disappeared.
      • At 16, he fought back, struggling for 2 hours.
      • Douglass escaped slavery and rose to become an advisor to President Lincoln during civil war.
    • Strength-Based All behavior reflects a strength or a hidden strength
      • Name some of the hidden strengths that Black boys exhibit:
        • Flashy < Creative & expressive
        • Persistent < Resilient
        • Bold < Courageous
        • Outspoken < Honest & transparent
        • Moody < Passionate & compassionate
    • How Can You Improve If you’re already perfect, you can float up to Heaven, otherwise, roll up your sleeves
      • 1. What do you do well with Black boys?
      • 2. Where can you improve?
      • 3. How can you strengthen your work with Black boys?
    • Internalized Impression How we oppression based on our impressions
      • Internalized impressions of Black males in the media and broader society do impact and contribute to your impression and assumptions about the Black boys you work with.
      • Write down as many Black men in the media, larger culture, world, that you can think of.
    • Internalized Impression Put a – or a + by each name and tally up the results.
    • Empathy Activity
      • You should not present yourself to students everyday unless you can do the following.
      • Imagine the following:
      • Your teacher being afraid of you and as a result unable to comfort you appropriately
      • Never feeling safe when you see the police even when they are there to “help”
      • Any enthusiasm that you express being interpreted as aggressive or even violent
      • Passion or excitement that you express being cast as sexually deviant
      • People not getting on the elevator with you or getting off as soon as you get on
      • People treat you as if you are going to steal something
      • Not being allowed to be angry without being viewed as dangerous
      • .
    • Questions?
      • Thank You for your participation!