Making Connections and Creating Solidarity with African American Youth
1. Making Connections & Creating Solidarity
with
African American Youth
Jeffrey Lewis and Adrienne Duke
Cooperative Extension Conference
October 20, 2010
Madison, WI
2. Outline
• Context of Research and Program
• What we learned about African American girls
and possible selves
• What we learned about working with African
American youth in school
3. History of Working in Beloit
Student, family and school perspectives on the
special education referral process
African American students’ perspectives
support for school
Working with students and teachers to
transform relationships and practices
4. • 62.5% of the students qualify for free or
reduced lunch.
Hispanic
16%
White
43%
Black
39%
Asian
2%
Native
American
0.5%
6. Possible selves
• the self-knowledge that pertains to how
individuals think about their potential and
about their future
(Markus & Nurius, 1986)
7. Definition of “selves”
• Hoped for possible selves provide the
individual with futures to dream about; they
are the ideal selves that one would like to
become (Markus & Nurius, 1986).
• When hoped for selves are viewed as
attainable they become expected selves.
• There are also future selves that individuals
hope to avoid or they worry about becoming;
these are feared selves.
8. Expected Selves
• making good grades
• involvement in extracurricular activities
(sports/arts)
• having a job
• having challenges and conflict in high school
• attending college
• being a mature and responsible person
9. Feared Selves
• Getting suspended, dropping out of school, or
failing
• Being/becoming a “bad” person
• not having friends or being less social in high
school
• extended dependency on mothers
10. Findings
• Current positive experiences whether socially,
academically, or through extracurricular
activities, positively affected their expected or
hoped for selves.
• Current experiences of girls who are not yet
achieving their desired state, were motivated
to do better than they are currently.
11. Findings cont.
• Significant others- parents, siblings, or other
relatives- are very important in the formation
and sustenance of possible selves
• Sisters and brothers were the most frequently
cited people that influence school based
possible selves. Siblings were both positive
and negative influences.
12. Findings cont.
• These girls had an interdependent view of self
“…Self found in the context of family and
community” (Collins, 2000)
• Their relationships with others, peer status in
high school, and image was central to every
possible self category and theme
13. Most people do not know these
things about the girls because they
never ask…
14. DO YOU KNOW HER?
• “I like things like history, social studies and
language arts where you read all the time.”
• “If I get interested in a book, then I have to take it
everywhere with me”
• “I read over the summer”
• “I like to draw cartoons and really like my art
teacher”
• “I get frustrated and angry when I don’t
understand my homework”
• “I am frustrated when I’m late for school”
18. Growing up too “Fast”/ Too Sexually
Mature
“We can’t help that we are developed and have
a body…”
• Body Type
• Dress Styles
• Music
19. “I think that some of the teachers are racist…
When white kids dress or act the same way
we do they don’t in trouble like we do”
Inconsistent/Unfair Treatment
20. Relationship Building
For positive relationships to exist there must be:
• Respect
• Trust
• Positive Interactions
• Consistency
• Inclusivity
What do you think her grades look like?
Is she in an advanced English/Language Arts?
Do her teachers like her?
What direction can you imagine her going in the future? High school? College?
Have then reflect on their own preconceived notions about African American Youth