The One Educational Conversation No One Wants To Discuss

Part 4

This is an extension of part three.   This section discusses social issues that influences student learning and classroom interaction. These problems affect entire families and communities.

African Americans:

FEMALES:

The Sadker study found indications that African-American girls fare even worse than white girls in classroom interaction.  Although black girls try to initiate more teacher contact than any other group, they are frequently rebuffed, and usually receive less teacher reinforcement.

Even, the odds of a young white women being a murder victim are 1 in 369; for a young white man 1 in 131; for a black female 1 in 104 and for a black male, 1 in 21. National Center for Injury Prevention and Control (CDC) reported that among females, blacks had higher homicide rates than other racial/ethnic groups; however, American Indians/Alaska Natives (AI/AN) women aged 30--49 years also had high rates. These findings indicate heightened risk for females during adulthood, which might be indicative of intimate partner--related homicide. These findings also are consistent with a study that reported high rates of intimate partner-related homicide among black women aged 20--39 years and another study that estimated that one third (30.7%) of AI/AN women aged ≥18 years had been physically assaulted by an intimate partner in their lifetime.

Although the 1999--2007 homicide rates were highest among blacks, their rate for 2007 represents a substantial decrease compared with the early 1990s. In 1991, the homicide rate among non-Hispanic blacks peaked at 38 deaths per 100,000 population, which was nearly twice the rate reported in 2007. Similar decreases from the early 1990s to the mid-2000s were observed among the other racial/ethnic minorities.

MALES:

Approximately 1 in every 3 black males teenagers is unemployed and those who are working take home paychecks with 30% less salary that white workers.  It has been reported that in major cites like New York, Chicago, and Milwaukee unemployment can be as high as 68%.

It’s estimated that 25% of black youths’ income results directly from crime and 1 in every 6 males is arrested by age 19. When you live with this much blight, it is difficult to fine hope in your environment. It becomes difficult for a teacher to tell their student to excel in education when their family and community that consist of the educated and the non-educated are equally unemployed.

The CDC's study indicates that during 2007, homicide rates were highest among persons aged 15--34 years, and the overall unadjusted rate for males was approximately 4 times that of females (9.8 versus 2.5 deaths per 100,000 population, respectively). Unadjusted homicide rates were highest among blacks (23.1 deaths per 100,000), followed by American Indians/Alaska Natives (7.8) and Hispanics (7.6), then whites (2.7) and Asian and Pacific Islanders (A/PIs) (2.4).

Additional analyses by age, race/ethnicity, and sex revealed that black males aged 15--34 years were at greatest risk for death by homicide. Based on the available data, black females also had the highest homicide rates compared with females in other racial/ethnic groups within each age category, with the exception of women aged 30--49 years. Homicide is the leading cause of death for young black men. In New York City, about 3 out of 4 black males never make it to graduation.  In Milwaukee, 94% of all expelled students are African-American boys.

Suicide:

Reflecting on my prior posting that conclude with the issue of suicide.  In 2006 , 1954 African Americans completed suicide in the U.S.. Of these, 1669 (85%) were males (rate of 8.8 per 100,000).  The suicide rate for females was 1.4 per 100,000. In 2006, there were only 285 African American female suicides. 

The ratio of African American males to female was 5.85 to 1.  The suicide rate among African American females was the lowest of all racial gender groups.  As with all racial groups, African American females were more likely than males to attempt suicide and African American males were more likely to complete suicide.

CDC indicated suicide was the third leading cause of death among African American youth (ages 10-19), after homicides and accidents. The suicide rate for young African American youth was 2.62 per 100,000 (n=182).  For African American youth, the rate of male suicide (4.34 per 100,000) was 5.1 times higher than that of females (0.85 per 100,000).

African American youth suicide rates were generally low until the beginning of the 1980’s when rates started to increase radically.  Between 1981 and 1994, the rate increased 78%.  Since then, the rate has decreased significantly. 

The American Association of Suicidology  states that males accounted for 90.5% of African American elderly (65 and older) suicides.   Firearms were the predominant method of suicide among African Americans regardless of gender and age, accounting for roughly 52% of all suicides.  

 

So I ask the question again, what can be so wrong in someone’s life that they are willing to commit suicide.  The answer in many cases is nothing. There is nothing wrong; however there can be biochemical factors that can be contributing factors.   An article written by Dawn Turner Trice of the ChicagoTribune about a high school student name Duane Christopher Peterson Jr. who lost his fight with depression by committing suicide. 

Junior Seau a man that also had everything to live for also took his own life. I spoke with a someone about the passing of Junior Seau.  They refuse to acknowledge that in the mist of a wonderful life that maybe he (as we all do to some degree) was facing some demons in his life.  Their response was that it just seems fishy that he would do this.  I attempted to explain with my limited knowledge of suicide that one who commits or even contemplates suicide does not necessary think about life the same way as someone else.  Duane Peterson is an example of how biologicalfactors played a role in his death.  In Junior Seau case, there is  growing conversation that head injuries that football players incur may be a contributing factor.  

Just recently, Jon Bardin of the Los Angeles Times wrote about a study of the T.gondii parasite that could contribute to the attempt of suicide. Researchers estimate that T.gondii is carried by 10% to 20% of Americans, who can get it by changing litter used by infected cats or eating undercooked meat from an animal carrying the bug. Whatever the cause, it seems that we shy away from the conversation of suicide for various reasons including religious beliefs. In this rapidly changing world we need to learn how to be sensitive to this ailment and  find ways to help students to cope with mental ailments.

Image a student in a classroom trying to make sense of their world who may be suffering from daily thoughts of do I live or is it time to die. Remember this student is someone’s child and that child might be sitting next to you right now.

Related articles

Times Magazine writer Alexandra Sifferlin wrote, "Military Suicide: Help for Families worried about their service members," in which she states,  every day, one active-duty service member dies by his own hand. 

 http://www.religioustolerance.org/sui_reli.htm

• Survey reveals black women are among the most religious groups in the US

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• Oakland schools' black male students at risk

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Gender Bias: Why do boys seem to get more attention in the classroom

Part two

One of the reasons boys get more attention in the classroom — a consistent finding in research spanning 20 years—is that they demand more.  Boys called out answers to teachers’ questions eight times more frequently than girls did.  Further, the Sadkers' found, teachers responded differently to such behavior, rewarding boys who called out by giving them attention but chastising the girls by reminding them to raise their hands before speaking.  When I have questioned this behavior the response was often that this is something that “girls” don’t do.  However, I am not sure if the teachers fully understand the repercussion of their gender stereotyping, meaning that girls begin to disengage from instruction and gradually become docile and will sit until called upon.

The boys are louder, faster, more obstreperous, demanding and receive a disproportionate amount of the teachers’ attention.

When Teachers are shown videotapes of their classroom, teachers who pride themselves on their fairness are stunned to see how much more often they call on boys, how patiently they listen to them, how generous they are with their praise.

The girls get compliments on their new sweaters and pats on the head for the neatness of their workbooks, but the boys receiving explanations, corrections, and the leading questions that encourage them to keep thinking and talking.  Sadly, I have seen this type of teacher behavior with regularity.  Girls were told how “cute” something was or how lady like they are behaving throughout the day.  During directed instruction, boys seem to always get more time to respond or self-correct while girls were either right or wrong and most of often without the additional time for self-correction.  What is more prevalent is that many of the complements are gender centered.  I have found that female teachers were more prone to complement a girl’s cuteness while a male teacher would remain neutral with complements and the amount of complements. However, male teachers will commented on “lady like behavior” just as often as female teachers did.    

Boys, who have fewer inhibitions about speaking up and being wrong, will guess if they don’t know; girls will often leave blank a multiple-choice box unless they’re sure of an answer. A guess had a 25% chance of being right; a blank has none.  Even in my own classroom I have had boys response with answers that have nothing to do with the question or the lesson and are never short on inhibitions’ to repeat the same behavior while on the other hand in many instances, girls in the same situation will reluctantly respond or change their mind.  I will often ask them to say what is on their mind or to guess.  It can take months for the girls to get comfortable with guessing.  This is not only a gender issue but one of  peer pressure and should be addressed just as any other unwanted classroom behavior

For instance, a report found that teachers more often call on boys and frequency allow them to dominate classroom discussions.  When I have observed this behavior, it seemed that teachers were allowing the boys to “get it all out” hoping that they will be more attentive as the lesson continues.  The girls seem sensitive to this ploy and withdrew their participation thinking that being quite is what the teacher desires.

Related articles

• Gender Bias in the Classroom (dwightmcbride.blogspot.com)

Gender Bias in the Classroom

Part One

A few years ago Myra and David Sadker published a book called “Failing at Fairness: How America’s Schools Cheat Girls.”  They spent 20 years collecting evidence about boys and girls attitudes towards school and each other.  It is the most comprehensive look at the bias girls face from preschool through high school.  It found that students who have survived this treatment in middle and high school experience a continuing erosion of self-confidence in many colleges and universities.

“There is no doubt that girls show up on their first day of grammar school just as ready, willing and able to succeed as do boys.  At the elementary school level, girls and boys scored equally high in math and science, but by the middle school years girl’s achievement in these areas, particularly in science begins to take a downward slide.

The Sadkers’ showed in their survey of classroom settings across the country that teachers call on boys more frequently, spend more time with them and encourage their initiative and inquisitiveness more than they do girls.  By grade six, girls have become more tentative, far less likely to call out answers and more reluctant to take part in class demonstrations.

The slip has been attributed to the efforts of the lingering perception that science and math are simply things “that men do.” But, even when girls do well in these subjects, they receive less encouragement to pursue such disciplines, the study stated. 

Although differences in math achievement are narrowing, the study said, the gender gap in science may be increasing.  In addition, girls seldom get a chance to learn about the accomplishments of women. I am in agreement that a majority of visual arts and narrative materials are overwhelming male dominated.   Even the central them in movies is dominated with violence against women.

Once children enter middle school, the situation worsens, Girls who have previously held the edge in subjects, including mathematics, begin to lose points in every category of national tests.  This decline most precipitous in math, continues throughout high school, so that by the time juniors take National Preliminary Scholastic Aptitude Tests, boys outscore girls by an average of 50 points.  While 18,000 boys typically reach the highest PSAT categories only 8,000 girls do.

Acting President of the AAUW Sharon Schuster commissioned a study that reported that of 13 popular U.S. history texts revealed that 1% of the 13 textbooks had any material on women, and women’s lives were often trivialized, distorted, or omitted.

A review of 35 major reports over two decades found only four that made any substantive references to girl’s problems in the educational system.  Further, the report found that sexual harassment of girls by boys is on the rise, in part, the Sadker’s stated, because school authorities tend to dismiss the incidents a “harmless instances of “boys being boys.”

Sadly, this is true on many elementary campuses. Some teachers seem to feel that girls need to learn to handle themselves in these types of situations.  However, when I speak to former female students they are acutely aware that the boys are being treated differently.  Many give up on taking their complaints to the teachers because of the lack of support they receive.  They feel that the teachers feel that somehow they must have contributed to the problem.  I have found that many girls begin their academic decline because the boys who instigate many of the problem always manage to get the teacher attention and multiple second tries to get it right.  Therefore, the girls begin to emulate the boy’s behavior in a effort to receive the same amount of attention.  The new problem is now the attention is based on negative behavior and not academic achievement.

Although girls surpass boys academically in the early grades, outdistancing them in all the elementary subjects, by middle school the boys have not only caught up but have begun to sprint ahead, not only in math and science, but in the subjects where girls had the most conspicuous lead: spelling, reading, history and geography.

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