ELEVATING the BLACK MALE with Dr. Omekongo Dibinga American University-August 7-8

Using long term data, which indicate that young black males are under-represented in rigorous instruction, gifted and talented programs, honors/AP courses and International Baccalaureate programs and over-represented in discipline referrals and suspension/expulsion rates, this module examines ...

the societal perceptions of young black males that perpetuate racial disparities in education. Participants build their cultural competence to develop a learning environment that fosters academic success for young black males. The premise for the module is that if educators can gain the cultural competence requisite to reach their black male students, they develop the competencies needed to reach all of their students.

The module has a set structure based on one enduring understanding, three essential questions, and four outcomes. These serve as the guide for the professional development sessions:

Enduring Understanding:

exerts a powerful influence on teaching and learning.

Essential Questions:

  1. How do awareness, knowledge, and understanding of one’s own culture promote effective teaching and learning?
  2. How do awareness, knowledge, and understanding of the cultures of students promote effective teaching and learning?
  3. How can educators establish culturally sensitive learning environments and modify instruction to be culturally reflective?

Outcomes: By the end of the module, participants will have:

  1. Examined how the societal perception of young black males sustains the educational racial disparities in schools.
  1. Examined how individual perceptions reinforce or deconstruct prevailing notions about young black males.
  1. Analyzed data to identify school/classroom behaviors, practices, and processes that sustain racial disparities for young black males.
  1. Started to build capacity to develop an environment that enforces the success of young black males.

READ MORE to see Ground Rules, Agenda and to REGISTER

Comments (1)
No. 1-1

Indeed they are