Viewing continuation schools through critical race theory: Perceptions African American students have about them

Transcription

1 Viewing continuation schools through critical race theory: Perceptions African American students have about them Shyrea Roberson, Ed.D. Ronald Morgan, Ed.D.

2 Black Racial Identity (BRI) Racial identity involves one's psychological response or resolution to one's race. Black Racial Identity (BRI) can be described as the attitudes and beliefs that an African American has about his or her belonging to the Black race individually, the Black race collectively, and their perceptions of other racial groups What implications does this have for education?

3 BRI (cont.) DeCuir-Gunby (2009), identity is formed through a multifaceted negotiation process where the individual asks questions about their past, present, and future. Perry, Steele, and Hilliard (2003), there is a general assumption that in education... if you know what works for the white child, then you will know what will work for the Black child (p. 4). There may be generalizability in some competencies To have this conversation we must be willing to talk about race.

4 BRI (cont.) Examining the social development associated with Black Racial Identity may prompt understanding of the achievement gap. Having to unlearn can place students at an even greater disadvantage. This can lead ethnic minority students out of the traditional education system.

5 Theorists Freire (1970): the banking model of education- the bestowing of knowledge by those who consider themselves knowledgeable upon those who they consider to know nothing (i.e. teacher/student). This process negates education and knowledge as a process of inquiry Ladson-Billings and Tate (1995) the failure of the dominant majority to understand that progress cannot be made for students of color because race as a critical issue is not being addressed Dixson and Rousseau (2005) relying on the works of Oakes (1995), Darling-Hammond (1997), and Oakes et al. (2000), African American and Latino students are disproportionately placed into the lowest tracks and afforded fewer educational opportunities as a result Matsuda (1995) suggested that those individuals who have experienced discrimination speak with a special voice to which we should listen Giroux (1988) found the grounding of intellectual practices in moral and ethical discourse necessary in order to improve educators abilities to encourage a critique of the dominant forms of knowledge and social practices in order to give students a voice

6 Critical Race Theory Giroux (2009) used the work of Mikhail Bakhtin when he said that voice means... retelling a story in one s own words. Voice allows students to use their own experiences to produce knowledge from the curriculum connect the material to themselves and their community. Ladson-Billings and Tate (1995)- the failure of the dominant majority to understand that progress cannot be made for students of color because race as a critical issue is not being addressed, this in fact prevents students from succeeding. Race is critical to explaining inequity because it has become clear that gender- and class-based explanations are not enough to explain the disparities in performance of minority students.

7 Critical Race Theory (Cont.) Property Functions of Whiteness (Ladson-Billings & Tate) Can be used to continue to oppress and marginalize minority students. 4 property functions of whiteness: The Rights of Disposition The Rights of Use and Enjoyment Reputation and Status Property The Absolute Right to Exclude These property functions perpetuate Dewey s (1916) concept- education serves as a function of society, in that it creates passive, risk-free citizens; rather than society serving as a function of education in creating a politicized citizenry.

8 The Study Focus Who: African American Students performance continues to be below that of their peers, specifically when compared to their White counterparts African American Students are dropping out of mainstream public education Inquiry led to discussion of where African American Students go after disengaging from traditional public education Eighth-grade achievement gap in reading and mathematics was 29 and 35 points respectively between African American and White students Focusing on grades nine through twelve, there were 12,508 African American students that dropped out during the school year 11% of the continuation school population is African American (EdSource, 2008)

9 Theoretical Lens Critical Race Theory (CRT) The dominant group tells stories that are designed to remind it of its identity in relation to outgroups and provide a form of shared reality in which its own superiour position is seen as natural (Delgado [1989], cited in Dixson & Rousseau [2005]). Only when we begin to understand that students bring experiences with them to school based on their racial, ethnic, and cultural backgrounds and use these experiences in the production of knowledge will we be able to successfully and truly educate all students.

10 Research question What are the experiences of African American students who attend continuation schools related to self-esteem, education previous, current, and post continuation school placement and does this affect their outlook on their futures? This study examined the relationship between attending a continuation high school and the degree of students perceptions about whether they are supported and engaged in education. continuation high schools remain among the most understudied sub-sectors of secondary education in California (and nationally) (De Velasco, 2008, p.2).

11 Findings

12 Findings (cont.) Students open-ended responses related to how they perceived their continuation schools. Q23: In your words, please explain how you feel so far about attending this school? That it has me more focus on things It has all the same aspects of high school giving you the perspective of really working Its easier and helps me more I feel that this school is a very good school because it helps me with my work and anger I feel that I can make it now and that it s easier

13 Findings (cont.) Students open-ended responses related to how they perceived their continuation schools. Q24: What steps are you taking to prepare for college/work after high school? I m taking classes that are going to tell me how college is patience and consistency doing all work and listening Doing my work at school and cottage (residential) Not sure but I m trying to do my work in order to go to college finishing HS; staying focus; staying out of trouble

14 Thank you! Questions & Discussion