2017 Fall Edition Living Education eMagazine (Vol. XIX )

The Ph.D. Black Male View 5 Damage Control Strategies Educational Institutions Can Employ in Times of Crisis

Thoughts on Cultural Predisposition to Disability

Considering English Addressing the Need for Learners for Special Sex Education in Public Education

Schools and at Home

Embracing Dyslexia: Crossing the Chasm and Saving Lives

Getting Beyond the “One-third� Space of African American Students in the Classroom

Vancouver, Canada Photos by J. Lawrence Davis

The 9th Annual National Men Make A Difference Day For Academic Success Dr. Michael A. Robinson CEO Forest Of The Rain Productions Creator Of National Men Make A Difference Day I would like to offer a RESOUNDING THANK YOU to every father, father figure, uncle, brother, nephew, cousin, and significant male role model who participated in the 2017 National Men Make A Difference Day For Academic Success (NMMDDFAS) held across America on October 9, 2017.

A special THANK YOU goes out to members of the PTA, PTO, Community Organizations, Boards of Education, Superintendents, Central Office staff, Principals, Counselors, Teachers, and SchoolBased Personnel for opening their doors and welcoming fathers and other significant male role models into America's classrooms.

I would be remised if I did not thank mothers, sisters, wives, aunts, and other significant female role models for their support of National Men Make A Difference Day For Academic Success, without their unyielding belief and planning expertise there would be no National Men Make A Difference Day For Academic Success.

Because of all of the support and commitment to increasing parental engagement generated because of NMMDDFAS, we have seen significant male role models visit schools, observe classrooms volunteer, and join their local PTA and other formal parent organizations.

We know from years of research when fathers or a significant male role model is involved in the academic lives of children, there is increase academic achievement and improved social behavior.

Please join me in thanking the thousands of men for their pledge to make a difference and to stay engaged in the academic lives of their children.

If you have any questions, please feel free to contact me at 202.681.2187 or via email at forestoftherain@gmail.com To see a portion of the images from this remarkable day visit hashtag #menmakeadifferenceday on Twitter or Facebook.

2017 Men Make A Difference Day

Living Education Everyday

Men Make A Difference Day 2017 #menmakeadifferenceday

Men Make A Difference Day 2017

Contributors University School of Education at IUPUI.

The Ph.D. Black Male View Three African American Males in Three Doctoral Programs as Ph.D. Students in the State of Indiana p.17 John C Turner – IUPUI LaMarcus J Hall - Purdue University Aaron Slocum - Indiana State University John C. Turner, M.S. aka “Professor JT” resides in Indianapolis, IN and is an Author, Award Winning Educator, Public Speaker, & Professor to the Masses who teaches the World about living a life of Excellence, Passion & Success in everything that they dream and desire. He currently works as an Assistant Director of Academic Advising and Adjunct Professor at Ivy Tech Community College – Indianapolis. John is also a PhD Student in the Urban Education Doctorate program at the Indiana

LaMarcus J. Hall, M Ed. is the Assistant Director of Student Life and Development at Ivy Tech Community College. He manages over 40 student organizations, intramural sports, as well as recreation and wellness initiatives. He enjoys working with students from all areas of life, while providing effective programming. He received his Bachelor of Science and Master of Education from Georgia Southern University. He is also the author of I Refuse to Let YOU Give Up: To My Teens Who Feel All Hope Is Gone. LaMarcus has recently coauthored an article with Amy Anderson in Diverse Education entitled, “All Campuses Need Cultural Spaces”. He has published several articles, opt-eds, and his book chapter was recently accepted in a forthcoming book entitled “Gumbo for the Soul: Males of Color Share Their Stories, Meditations, Affirmations, and Inspirations. He is also a third editor for a forthcoming book entitled “No Ways Tired: The Journey for Professionals of Color in Student Affairs”. LaMarcus is the husband of Alexandra J. Hall and father of Leia & Ansley Hall.

LaMarcus is a PhD student at Purdue University in the Curriculum and Instruction program. His research focuses on perceptions of men of color faculty in the academe at Predominately White Institutions (PWIs). LaMarcus is a 2-time recipient of the Holmes Scholarship.

Aaron Slocum is a doctoral candidate in the Education Leadership and Higher Educational program at Indiana State University. He earned his master's degree in Student Affairs and Higher Education at Indiana State University. Aaron worked in Residential Life for eight years and has a variety of experiences implementing and developing programs to assist with the retention and persistence of students of colors. He is currently the Director of 21ST Century Scholars at Indiana State University and an adjunct faculty member in the Bayh College of Education. Mr. Slocum’s research interest includes the experience of Black mothers putting their offspring through college and food insecurity among college students.

Getting Beyond the “Onethird” Space of African American Students in the Classroom p. 22 Dr. Tanji Reed Marshall Tanji Reed Marshall, Ph.D., is the senior practice associate for P-12 literacy, leading Ed Trust’s Equity in Motion literacy assignment analysis work. Prior to joining Ed Trust, Tanji worked in the

Contributors Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education’s accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education. Before joining Virginia Tech, Tanji worked for as a districtlevel literacy specialist in Charlotte– Mecklenburg Schools in North Carolina, where she supported middle schools across the district to refine their literacy practices. She also worked to prepare the district as they transitioned to Common Core standards. Additionally, as a Title I literacy coach, Tanji worked with targeted schools to improve literacy instruction for traditionally underserved students. Her career also includes elementary and middle school classroom teaching in North Carolina and New Jersey, which has allowed her opportunities to consult with school districts across the country to refine and focus teacher practice on literacy and to strengthen student achievement — with an emphasis on traditionally underserved students.

How Teacher Efficacy Contributes to Student Engagement and Motivation p. 28 Dr. Kelly Bullock Daugherty

Dr. Kelly Bullock Daugherty is a passionate professional in the field of education with 17-years of experience in the urban school setting. Her experience ranges from classroom teaching (grades 3-8) where Dr. Daugherty is a respected teacher leader and mentor in her district, to providing professional development and consulting with organizations in the areas of teacher leadership and efficacy as they relate to student growth and achievement. Dr. Daugherty was a key influencer in ensuring teachers implemented differentiated instructional strategies into daily classroom practices. Her leadership led to increased scores on standardized tests and an increase in state designation level. Additionally, as a member of the Delta Teacher Efficacy Campaign's (DTEC) National leadership team, Dr. Daugherty actively participated in the development and implementation of specialized program curricula directed towards the growth and development of urban school educators, in particular.

Embracing Dyslexia: Crossing the Chasm and Saving Lives p. 32 Dr. Michael Hart Michael Hart, Ph.D. is a child psychologist with almost 30 years of experience in the diagnostic assessment and treatment of a full range of learning differences, including dyslexia and (AD/HD). He is the founder/owner of www.drmichaelhart.com and is currently providing webinars, online courses and onsite presentations/training for parents, educators and specialists regarding the proper educational care of our dyslexic students.

Michael is also the co-chair of the UNESCO MGIEP advisory committee for a large-scale literacy development project in India. The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) was established by the Government of India. MGIEP is an integral part of UNESCO and the organization’s specialist institute on education for peace and sustainable development to foster global citizenship. In addition, Dr. Hart also serves as a subject matter expert for Understood.org, one of the largest repositories of information about learning disabilities in the world.

Contributors

Old Friends From The Past Can Teach Us Plenty If We Take The Time To Pay Attention! p. 39 Dan Blanchard Dan Blanchard the award winning Author, Speaker, Educator, two-time Junior Olympian Wrestler, and two-time Junior Olympian Wrestling Coach grew up as a student-athlete. However, Dan admits that as a youth he was more of an athlete than a student. Dan has now successfully completed fourteen years of college and has earned seven degrees. He teaches Special Education in Connecticut’s largest inner-city high school where he was chosen by the AFT-CT as the face and voice of educational reform and is now on the speaking circuit for them. Dan was with the team that put forth Connecticut’s new Social Studies Frameworks and is also a member of the Special Education Advisory Board to the Connecticut State Department of Education. In addition, Dan is a Teacher Consultant for the University of Connecticut’s Writing Project.

Finally, Dan is a double veteran of the Army and the Air Force.

Why Become a Teacher?

Dede Rittman p. 40 Dede Faltot Rittman graduated from Edinboro University in 1974 with a bachelor’s degree in secondary English and attended the University of Pittsburgh for post-graduate credits. After two years at Penn Hills, she began teaching English and Theater in the North Allegheny School District, a position she held for thirty-five years. For thirty-two of those years, Dede worked with underachieving students and those with special needs. She retired in 2011.

DIP IT IN CHOCOLATE p. 43 Dr. Lucian Yates, III Dr. Yates has served in a variety of education roles in five states—Kentucky, Ohio, Pennsylvania, Texas, and Tennessee. Dr. Yates has served as a teacher, assistant principal, principal, assistant superintendent and superintendent. He also served as an adjunct university professor at Shippensburg University in Pennsylvania and Brown University in Providence, Rhode Island. He was invited to the former Soviet Union to work with teachers and principals as they moved from Communism to Democracy. Dr. Yates has studied with Dr. Madeline Hunter, Drs. Kenneth and Rita Dunn, Dr. Bernice McCarthy, Dr. Ted Sizer and many, many more. Dr. Yates was featured on a

Contributors call in talk show with Secretary of Labor, Robert Reich, Secretary of Education, Richard Reilly and President Bill Clinton to discuss schoolto-work initiatives. Dr. Yates’ role as superintendent was featured in the December 2002 edition of U.S. News and World Report and the January New Yorker. Additionally, he was awarded the Ohio Social Studies Teacher of the Year and the Outstanding Young Professional award.

Thoughts on Cultural Predisposition to Disability p. 47 Dr. Sara Stetson Dr. Sara Stetson (www.sstetson.wordpress.com; @GoodCognitions) holds advanced degrees in learning disabilities and reading, school psychology, and leadership and learning. She has worked as a learning disabilities specialist, consulting teacher, school psychologist, special education director, and student services administrator at the district level. Dr. Stetson is an award-winning higher education instructor. She has taught graduate courses in learning disabilities and reading, assessment and diagnosis, diversity, UDL/technology integration, and guest lectures on quantitative and qualitative research design. Dr. Stetson's primary research interests include the remediation of specific learning disabilities, numerical cognition, identity development and diversity, and leadership ethics. Dr. Stetson speaks regularly at regional, national and international conferences such as CAST, CSLEE, Christa McAuliffe, NAEYC, and NCTM. She also provides staff development for teachers in school districts and private schools in New England.

Mentoring of Adult Learners p. 50 Felicia D. Young, M.Ed. Felicia D. Young is the founder of Higher Minds of Education LLC. She received her B.A. from Dillard University and her M.Ed. from Northeastern University.

She has been in the higher education industry for over ten (10) years, working in public, private and community colleges throughout Louisiana. Felicia has been an active volunteer in her church, community and throughout the region as well as on many college and university colleges.

Currently, she is enrolled in a doctoral program at Gwynedd Mercy University for Educational Leadership to advance her knowledge to aid students in their journey towards a degree in higher education.

Addressing the Need for Sex Education in Public Schools and at Home p. 53 Dr. Charles Brown Dr. Charles Brown is an Assistant Professor in the Department of Public Health, Health Administration, and Health Sciences at Tennessee State University. His work has involved designing, implementing, and evaluating projects in the areas of substance abuse and

Contributors HIV/AIDS prevention, alcohol and drug addiction treatment, and mental health services. He has worked collaboratively with local school systems, after-school programs, higher education institutions, government agencies, churches, community-based behavioral healthcare organizations, primary care clinics, and the army national guard to conduct research and grant activities. Dr. Brown’s most recent work has been funded by the Tennessee Department of Mental Health & Substance Abuse and the Centerstone Research Institute.

issues including racism, confederate flags posted on campus, and much more. The schools survived, she survived, and you will survive too. But it is important how well you survive and how you help the community heal, learn, and move forward.

Social Justice: Creating a Culture of Equity in Postsecondary Settings p. 61 Dr. Solomon Tention

5 Damage Control Strategies Educational Institutions Can Employ in Times of Crisis p. 57 Kelly Alexander Kelly Alexander is the Director of Public Relations at American University in Washington, D.C. She is the proud parent of a college graduate and two sons currently in public high school.

She has more than 25 years of experience as a professional communicator and has been working issues that involved crisis communication to include federal investigation of school superintendents, teacher arrests, bananas hung in nooses around campus, student protests of a range of social justice

Dr. Solomon Tention currently holds a Bachelor’s in Sociology, Master’s in Educational Leadership & Instruction, and a Doctorate in Educational Leadership: Higher Education. He currently serves as Director for Student Engagement and Title IX Coordinator South Louisiana Community College. Within this position he currently leads fifteen programming areas of student development, leadership, and engagement. Prior to his role as a Director for Student Engagement, he served as a Campus Director at SLCC in addition to also serving as an adjunct instructor within the areas of First Year Experience, and Psychology.

His professional career in education spans across various teaching and leadership roles in both K12 and PostSecondary Education. Dr. Tention is member of multiple national higher education organizations, as well as serves as the NASPA- Student Affairs in Higher Education, Region III Professional Development Webinar Coordinator and Community College Institute Planning Committee Member.

A Dr. Tention research interest includes Student Affairs, Community Cultural Wealth, Cultural Competency, Diversity & Inclusion, Social Capital, Educational Psychology, Internationalization, Social Justice, Community Colleges, and Student Success.

Contributors

Considering English Learners for Special Education p. 62 Cristina Rodriguez Chen Dr. Cristina Rodriguez Chen is a highly credentialed, bilingual (Spanish speaking) professional educator, with over 22 years of experience in the areas of Bilingual/ESL, General Education, Gifted and Talented, and Special Education. Dr. Chen received her Ph.D. from the University of North Texas. Her area of concentration is Mild/Moderate Disabilities. Her dissertation topic focused on culturally competent evaluations for special education. She has served as a special education coordinator for the past 12 years. Ms. Chen has presented at state and national conferences on varied topics related to students with disabilities and cultural diversity. She holds certifications in the following areas: Administrative Certification: Principal, Special Education K-12, Classroom Teacher Generalist EC-4, Classroom Bilingual Generalist EC-4, Classroom Educational Diagnostician PK-12, Generic Special Education PK12, and 30 Hour Training for Gifted and Talented. She is certified as a Texas Registered Professional Educational Diagnostician and Nationally Certified Educational Diagnostician.

She received the Outstanding Graduate Student in Educational Psychology at UNT in April 2015.

Recruiting and Retention: It’s Everyone’s Job p. 65 Dr. Stashia L. Emanuel Dr. Stashia L. Emanuel is the Director of Graduate Programs at Tennessee State University. Her research and academic interests are in the area of academic and social adjustment of minority students at predominately and traditionally white institutions, TRIO programs, and gentrification of neighborhoods surrounding historically black colleges and universities. Dr. Emanuel received a Bachelor’s of Arts in Criminal Justice from Stockton University, a Masters of Public Administration from Albany State University and a Doctorate of Education from Argosy University-Atlanta.

Advice for PhD Newbies p. 72 Dr. Lyn Walden With more than 30 years' experience teaching at the university and high school level, Dr. Lyn Walden has helped thousands of individuals through the dissertation process, and she has written several books to help her clients understand the confusing dissertation process. With a background in special education and educational leadership, Dr. Walden firmly believes every doctoral candidate can graduate if he or she has the proper materials. Dr. Walden fully understands the frustrations of doctoral candidates who struggle to meet the exacting requirements of university checklists and rubrics and the conflicting instructions of different chairs, professors, committee members, IRB representatives, and the dean's people.

Living Education Everyday

Men Make A Difference Day 2017

Stan Robinson

The Ph.D. Black Male View Three African American Males in Three Doctoral Programs as Ph.D. Students in the State of Indiana John C Turner – IUPUI LaMarcus J Hall - Purdue University Aaron Slocum - Indiana State University Abstract This article will take an epistemological and ontological view at three African American males who are pursuing three different doctoral degrees from three different universities in the State of Indiana. This article will look at the theory of Cultural Taxation on African Americans in the Academy and will have the Doctoral students provide their ethnographical narratives of the challenges faced by African American Males in terms of campus, faculty, family/friends support, and Institutional oppression/micro-aggression issues that affect their PhD pursuit. Further implications discussed will be importance of obtaining a PhD for African American Males, how more research is needed on strategies that support their academic and social needs. We will discuss changes in University policies and provisions that can be established to assist future African American Male PhD students in their Doctoral journeys.

Literature Review Much of the research available on African American Male PhD students looks at how Historically Black Colleges and Universities (HBCUs) have been some of the largest producers of Black postsecondary enrollment and degrees awarded in the nation (Collison, 2000; NCES, 2004). HBCUs have also been a principal producer of Black doctorates; between 1992-93 and 1997-98, HBCUs increased their number of doctoral graduates by 15.2% (St. John, 2000). According to the Council of Graduate Schools (CGS), Howard University has been the largest on-campus producer of Black PhD recipients in the United States, awarding more than 340 doctorate degrees in all fields of study over that time span (CGS, 2007). Research studies (Jackson, 2001; Outcault & Skewes-Cox, 2002; Terenzini et al., 1997) have suggested that Black students who attend HBCUs perform better academically, develop more meaningful relationships with faculty and staff, are more engaged in the campus environment, and have a better sense of encouragement and connection than Black students who attend predominantly White institutions (PWIs). Furthermore, HBCUs have been cited as being able to provide with an educational experience unattainable at PWIs (Allen, 1992) and have been credited for fostering supportive and engaging environments (Hall & Closson, 2005) where Black students have a bolstered self-esteem and sense of ethnic pride (Hirt et al., 2006; Palmer & Gasman, 2008). While this information is available slightly more for HBCU African American Doctoral students, research is even found at a lesser amount for PWI African American Doctoral students. This void in

the literature does not expand the knowledge base of Black student experiences that could prove critical to the completion of the doctorate for these students. In addition, the literature offers minimal understanding to current and prospective Black students in dealing with the personal and professional challenges of doctoral study (Fountaine, 2012). This Literature Review is just a preview of future research that needs to be done on PWI African American Doctoral students and their challenges.

Research Theory – Cultural Taxation In cases of research when it comes to African American male doctoral students, some of the research is grounded in theories such as Culturally Relevant Pedagogy, Racial Identity Development, and Critical Race Theory. There is also a lot of qualitative research and quantitative data about African-American Male Undergraduate students which is explained by researchers such as MJ Cuyjet (African American Men in College), Shawn Harper and J. Luke Wood (Advancing Black Male Student Success from Preschool through PhD) and Terrell Strayhorn.

Unfortunately, there are not many narratives or ethnographical studies about PWI African American male doctoral students in the forms of articles or books outside of these few Researchers. Also, certain articles explore more the successes of HBCU African American Male Doctoral students rather than the African American male doctoral students at Predominately White Institutions (PWIs). With our research in particular, we used Padilla’s Cultural Taxation theory when looking at the microaggressions and issues that plague African American Black Male Doctoral students. Padilla (1994) coined the phrase “Cultural Taxation” to describe the obligation that ethnic minorities, due to disproportionate representation of faculty of color at Predominately White Institutions (PWIs).

The lack of representation of African Americans at PWIs contributes to the unequal service expectations that African American faculty members face. (Bonner, p. 42) With our experiences as African American Male Doctoral students, not only can it be hard to be at institutions that are PWIs with a lack of faculty or staff of color to honestly relay the rigorous aspects of the PhD process and strategies needed to be successful, but also getting knowledge on how the intricate academic facets such as how to collect and analyze research

and needed skills to become an outstanding Scholar in the Academy after completing our Doctorates. Lacking this information can make the journey a struggle.

Some questions we wanted to ask ourselves and look at in our research and narratives goes into how does Cultural Taxation apply to black male doctoral students? Also, as African American Male Doctoral students, why are we facing and dealing with unequal support but are supposed to be on the same level of successful PhD expectations on a daily basis as our White PhD colleagues and colleagues from other demographic backgrounds?

We had the opportunity to research some testimonies of other past African American Male Doctoral students and some of the issues they dealt with during their PhD journeys. These narratives from actual past African American PhD students shows how the pressures that are faced internally and externally can truly affect the progress to completing a PhD and competing to be a key figure in the Academy after completion, which truly lacks African American Male PhDs: “My lack of higher education work experience and at the time I have worked in fields unconnected to academia placed me in a significant disadvantage.

I didn’t know what was expected of me.”

(McGaskey, pg. 44).

“The University of Maryland program was much more competitive, and I felt I was just taking up space. My passion and love for academics declined, I lost focus, my writing was all over the place and I was tired of being broke. I had seen better money on the streets.” (Scott, pg. 61).

“Furthermore, being a Black Male in this predominantly White space was at times emotionally taxing. Routinely my friends or I experienced what I now know to be microaggressions.” (McGuire, Pg. 118).

“The lack of mentors may be attributed to the lack of faculty of color and students of color. Until we get more students into the pipeline, this problem will persist. Additionally, we need faculty who are already out there to be supportive and encouraging.” (Payton, White, Mbarika, 2006) “It is important that we feel that we have a strong mentoring pool and colleagues who not only understand our academic focus but our cultural

backgrounds as well.” (Payton, White, Mbarika, 2006) “I have to be three times better than white students to demonstrate my abilities.” (Payton, White, Mbarika, 2006) “While people are supportive, I have been used based on my race and gender to garner research grants to help a white male professor with his personal agenda. How racist is that?” (Payton, White, Mbarika, 2006) “I think many of us are unaware of the opportunities in academia. We don’t have a lot of PhD role models in our homes, churches, neighborhoods, etc. We need to explain to kids that getting a PhD is more than just being in school and broke for 4 years.” (Payton, White, Mbarika, 2006) “It is lonely for me here in the program because I am it. I thank God that I have my family here with me. I don’t see how some do it without family and established networks before coming to this city. I personally do not feel comfortable to attend departmental functions but feel pressure to do so . . . for political reasons . . . I guess that we do what we have to but I do not feel welcome even when I attend.” (Payton, White, Mbarika, 2006) “I am so glad that (doctoral students names withheld) are there. I can vent with and to them and do so in confidentiality. There is a sense of trust among us, and we help each other along academically, spiritually and socially. While we work well with our majority peers, we as AfricanAmerican students share a sense of cohesiveness.” (Payton, White, Mbarika, 2006) “I want to give back; we need to help our people understand we need to help each other. The youth need to understand what it means to earn a PhD in this Information Age.” (Payton, White, Mbarika, 2006) “I think that we need to make youth aware of academia opportunities. We don’t have a lot of role models in our homes, churches and neighborhoods.” (Payton, White, Mbarika, 2006) John C. Turner (Professor JT) – Ivy Tech Community College – Central Indiana My father was on drugs his entire life. He was not

in my life very much, but always made sure he kept up with me as his only child. My Mother on the other hand was a beacon of hope and success in my life. She worked 2 jobs, took care of my younger brother and I, and completed her Bachelors degree in Elementary Education from Marian College (Now Marian University).

Unfortunately, the day before she was to start her first job as an Elementary Education teacher, she passed away at the age of 40 from a mild heart attack. I was 14 years old. I lived with my Grandmother through high school and graduated with a 2.2 GPA. Even after getting denied from Admission at Ball State University, I still received an offer Letter of Acceptance from Indiana State University to come in as a Student Success, Undecided major student. I had a mentor as a first year student and could only take General Education classes. I knew I had one opportunity to make it out of Indianapolis, and it was with being successful in college. I worked very hard and rewrote my whole academic career through my college education, completing my first semester at Indiana State University with a 3.3 GPA. It was B average in my grades during a semester, a level I had not reached since I was in Elementary School. I graduated with a Bachelors in 2005 in Electronics Technology where I was a McNair Scholar, then a Masters in Student Affairs and Higher Education in 2007 from Indiana State University. At Ivy Tech Community College in Indianapolis where I currently work, we have created an IVYT F.O.C.U.S. (Furthering Opportunities and Connecting Us to Success) Affinity course which is a cultivated first year seminar course which provides a specialized curriculum to assist with retaining and graduating Black Male students from the 2-year Institution.

Along with course, I also am the Lead Coordinator for the Male Empowerment Summer Bridge Program, Lead Coordinator for the Minority Male College Readiness Summit, and I announce the Ivy Tech Community College – Central Indiana Men’s and Women’s Basketball Games. It was the provided opportunities that I was privileged with to make a life for myself in college while I was a student that I strive in all I do to give back to my community with working at Ivy Tech however I can to assist with the success of our students.

In fall of 2015, I started my PhD program at IUPUI in Urban Education, which takes a critical sociological look at the inequities and systemic issues of education as a whole and helps scholars provide answers to these problems

scholars provide answers to these problems which are destroying our underrepresented students and communities. I looked to turn around all negative stereotypes and obstacles that were stacked up against me in my youth and use that to my advantage as determination and passion to become successful by using all educational opportunities that were provided to me over the years. As I started the PhD program at IUPUI, along with working Full Time, I realized there were a lot of things that I did not know coming into a PhD program as a Black Male that I wish I would have known. With us as Black Men not seeing a lot of other Black Men work towards higher level degrees, it can put us at a disadvantage as incoming student, which can affect our work and grades from the very beginning of our programs. First, the importance of knowing how to write well and read critically is very important in the success of being a PhD student. As a PhD student, you need to know how to research properly in journals and books and also provide correct writing style citations and referencing to be a truly successful PhD student. Another area of struggle that comes about with working full time at a college and being a PhD student as a Black Man is balance.

It’s not only a thought by many people from all demographics that Black Man may be known as lazy or not as hard working, but imagine dealing with those negative mindsets by many people when you have so many things on your plate as a Professional and Student. It’s important to balance what needs to be done and what can wait to be done so that a student doesn’t experience “burnout” too quickly in their PhD program. The final area that can be hard to deal with as a Black Male full time working professional and PHD student is trying to realize who is truly on your team. Support is at a seriously high level when all you do some people is work, work, and work all the time. The focus is on the goals, but as a Black Man, you always need support from friends, family members, significant other, work colleagues and supervisors, and both campuses that you are on for much of time for your weeks. Making sure that you as a professional and student ask for help when it’s needed and separating yourself from negative people is important to your overall success as a professional and PhD student.

Make sure that at the very end of every single day, you are focused on your dreams and goals, working towards them in the manor that is best

fit for you, and being happy with your accomplishments that will truly help yourself and others.

Aaron Slocum - Indiana State University I was born and raised on the North side of Milwaukee, and graduated in 2004 from Riverside University High School. I continued on to the University of Wisconsin Parkside for undergrad and graduated in 2009 with my bachelors in Sports Management.

During my experience at the University of Wisconsin-Parkside I decided to continue school and went to graduate school at Indiana State University. I became an Assistant Hall Director and a graduate student in the masters of Student Affairs and Higher Education program. I was more focused in graduate school and graduated with my Masters from Indiana State University in 2011. Currently, I am the program Coordinator of 21st Century Scholars at Indiana State University and I am responsible for the development and growth of lowincome, and first-generation college students. I recently created and implemented a program called, Minority Men and Women Achieving Scholarship, which is a themed community that provides freshman men and women with perseverance, encouragement and the support they need to succeed. While working fulltime I am in the process of writing my dissertation. Looking in retrospect I have accomplished a lot, but still have more to offer the community. The greatest prize I can offer my family, the community, and myself is to become a doctor. This has been the hardest, most overwhelming thing I have ever experienced in my academic career.

Some significant things of importance to remember, campus climate influences learning and development. In a welcoming and helpful environment, students will be able to thrive in classes and in leadership positions and organizations. In unwelcoming environments Continue on page 26

Living Education Everyday

GettinG Beyond the “onethird” Space of African American Students in the Classroom Tanji Reed Marshall, PhD @Remarsh76

Learning while Black (LWB) has focused on three primary areas: academic struggle, oppositional behavior, and poverty. I have coined these element as the one-third space (Reed Marshall, 2017) of what it means to be an African American student in US public schools.

In this article, I discuss the origins of this onethird space, the implications of this perspective on Black students, and challenge it by advancing the need for the educational community to get beyond this space to make room for the equally important reality of Black academic achievement, giftedness, and excellence.

Origins of the One-Third Space The one third space as it pertains to the intellectual capacity of Black people in the United States has existed centuries. As Delpit (2012), Perry, Steele, and Hilliard (2003), Woodson (1990) and many others have pointed

out, the intellectual capacity of Black people in America has been contested, debated, and widely researched. African American children continue to have their intellectual capacity questioned leading to what has become known as deficit thinking (Delpit, 2012; Ford et al, 2002). While the roots of deficit thinking have existed in the US educational landscape, the notion that Black students are oppositional learners has its grounding in the work of Fordham and Ogbu, who forged this narrative in their work around Black students working to oppose what has become known as the “burden of acting White,” (Fordham & Ogbu, 1985). In laying the foundation for why many Black students underperform in school, this narrative became the linchpin in how African American students were conceived in schools.

Three decades later and the prevailing narrative around African American students in the classroom remains entrenched in the idea of Black students as struggling, oppositional, and/or resist to learn.

Implications of a Limiting Narrative The persistent pathological representation of African American students has wide reaching implications, especially for students. For students, the implications are simultaneously simple and complex.

The near single story creates an educational space for Black students requiring them to constantly swim against a tide of low expectations, which leads to undereducation, which perpetuates underachievement. Such a vicious cycle blames students without the critical examination of the systems and processes that create the negative outcomes so many in education are seemingly working to correct. Additionally, the persistent onethird space ideology can lead to Black exceptionalizing and tokenism. Since many White teachers harbor deficit frameworks about Black students, those students who do excel can be put on pedestals sending the signal that they are anomalies,

aberrations, or worse yet, “good Blacks,” which negatively affects students’ identity and selfesteem.

Lastly, the limited narrative attached to African American students robs them of an equitable educational experience. Relegating Black students to the pathological paradigm of underachievement, opposition, and economic distress has the effect of constraining how teachers view their Black students. Teaching is not neutral and teachers bring their whole selves to the educational experience. Harboring biases about African American students and their capabilities negatively impacts what students get taught, how they get taught, and the teacher-student interactions in the classroom. Left unexamined and unchecked, the negative static perceptions about African American students maintains the educational status quo and creates an environment where Black students are made responsible for overcoming the beliefs and actions of adults.

Challenging and Getting Beyond the “OneThird Space” Research by Ford et al. (2002) and Milner (2007) attest to the reality of Black academic giftedness. Their research offers an understanding about why many high-achieving and gifted Black students are overlooked and unidentified. While states and school districts have begun to adopt open access policies (Wiggan, 2007) to increase diversity in their advanced classes, teacher recommendations remain the primary vehicle by which students gain entry into advanced courses.

Unfortunately, many White teachers’ hidden biases remain gatekeepers to Black students being identified and recommended for advanced courses. Teachers’ deficit and fixed thinking about both advanced students and African American students become obstacles for students gaining entry into advanced courses. What this means is, Black students remain at the mercy of their White teachers to view them beyond the one-third space of opposition, struggle, and poverty (Reed Marshall, 2017).

Getting beyond the pathological perspectives of what it means to a Black student in US public

schools demands a wider lens. While there are African American students who experience academic struggle in public schools, there is a wider story begging for attention. Not every Black child struggles to learn. Not every Black child opposes learning. Not every Black child equates intellectual success with acting White, and not every Black child lives under the stress of economic uncertainty.

Consider this, only two percent of research on African American students is conducted on highachieving students (Bonner, 2000). Despite the barrage of research attesting to the reality of Black underachievement, Black academic achievement and giftedness is also a reality (Ford, 2010). As Howard (2010) explains, there must be a balance between bringing needed attention to the “persistent and disproportionate underachievement of millions of culturally diverse and low-income students,” (p. 129); there must also be careful and persistent attention paid to African American students who are excelling.

African American students are not a monolith and deserve the opportunity to realize their full potential wherever they lie on the academic and economic spectrum. The persistence of the one-third pathology must be challenged and replaced with a more complete story of Blackness in the classroom.

References: Bonner, F. (2000). African American giftedness: Our nation’s deferred dream. Journal of Black Studies, 30(5), p. 643-663.

Delpit, L. (2012). Multiplication is for White people: Raising expectations for other people’s children. New York, NY: The New Press.

Ford, D. Y. (2010). Underrepresentation of culturally different students in gifted education: Reflections about current problems and recommendations for the future. Gifted Child Today, 33(3), p. 31-35.

Ford, D. Y., Harris, J. J., Tyson, C. A., & Frazier Trotman, M. (2002). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24(2), p. 52-58.

Fordham, S., & Ogbu, J. (1985). Black students’ school success: Coping with the ‘burden of acting white’. Paper presented at Annual Meeting of the American Anthropological Association, Washington, DC. Howard, T.C. (2010). Why race and culture matter in Continue on page 46

Men Make A Difference Day 2017 #menmakeadifferenceday

Living Education Everyday

The Ph.D. Black Male View continued from page 20

students will experience discrimination, micro-aggression and racism. They can delay a student’s growth and discourage them from taking advantage of on campus resources and activities, if you are on a campus where the environment is not welcoming to individuals of color.

Secondly, in the situation when you may be dealing with academic intimidation, my advice to you if you caught in this

a single parent home, I witnessed my mother

situation is to not pay it any attention. As a doctoral student you will grow confident in your abilities and be able to articulate things differently. Individuals watching you will look at you as a threat and try everything in their power to keep you down. Take it as a complement and keep moving forward. If a person does continue to be intimidated by your abilities and you are tired of their actions, I would advise you to address the situation in a professional manner. Remember communication is key!

Finally, important steps, networking is a vital part of becoming successful, find a support group such as family members, friends, colleagues, and other doctoral students, and find a professional mentor who should be an individual who has been through and completed their doctorate degree.

LaMarcus Hall - Ivy Tech Community College – Central Indiana As I child, life began for me on Arnold St. in Elberton, Ga at the home of the late YM and Mrs. Hattie Hall.

Born to my mother at an early age, I grew up with support of mother, grandparents, and the support of mother, grandparents, and the support of the Hall/Downer immediate family. Being a product of

sacrificing everything for me to make something out of myself to become the man I am today. Every time I think about what she’s done and continue to learn more about my upbringing, it’s hard not to shed tears. Though, I grew up partially in a single-parent environment, I was blessed with an outstanding step-father who continues to be a light to my path this very day. As I matriculated through the K-12 system, I was constantly ridiculed for doing the right things in life. I was not the popular one, the jock, or the guy all the ladies wanted. I was called names such as: gapped-teeth, black, nerd, and more. Through such moments that traumatized me to feel less than a grain of salt, I thank the Lord Jesus Christ for making it clear for me He has a purpose over my life.

As I approached high school, my friends and I were referred to as “Acting White” because we respected our elders, never sagged our pants, and grew up knowing that church was never a compromise. In high school, I was never eligible to take advanced courses nor worthy enough to be an honor graduate. If fact, I did not know get accepted into Georgia Southern University on the first attempt.

Instead, Georgia Southern provided a 2-yr institution on campus, East Georgia College, which provided me a solid foundation for my collegiate journey.

Beginning my collegiate career in Statesboro, Ga and coming from a rural town was a major cultural shock. After successfully completing 30 credit hours and transferring to Georgia Southern University, I was afforded the opportunity to embrace a campus full of various student organizations, fraternities/sororities, distinguished faculty, and a beautiful melting pot of students from all over the world. As a 19-year old sophomore, I was given the privilege to join Alpha Phi Alpha Fraternity, Inc. through the Xi Tau chapter at Georgia Southern University. I served as a Minority Advisement Program (MAP)

under the direction of Amy Anderson. Along with MAP, I was blessed to see a black man model by action, Dean of Students, Dr. Georj Lewis. He played a major role in my decision to become a higher education professional. After receiving my Bachelor’s degree in Child and Family Development, I was accepted into the Georgia Southern University Graduate School. I received my Master of Education with emphasis in Higher Education and Administration in 2008.

After working for 8 years in the field, I applied to Purdue University in the spring of 2014. I stayed in constant prayer as I waited for 2 months to find out if I was accepted. Finally, in the month of March, I was admitted into College of Education through the Curriculum and Instruction Program. Reading my acceptance letter was such a surreal moment and I will never forget the moments. Being a student at Purdue comes with a list of intimidations along with micro-aggressions. In all my course work thus far, I’ve been the only African American male in all classes but one. Not only do I identify with the marginalized population, but there are not many African American males on campus, whom are added in the less than 3% of black students on campus. After several conversations with other black doctoral students at Predominate White Institutions (PWIs), this appears to be the norm.

When navigating the campus of Purdue, many of the African American students embrace each other whether we know each other or not. Forms of expression are represented handshakes, salutes, or even hugs, if both parties are comfortable.

As a doctoral student, I refuse to be a student who only comes to class and return home following my studies. I am a Holmes Scholar, member of Golden Key Honor Society, and serve on the Diversity and Social Justice committee for Purdue College of Education. I’ve had the opportunity to attend AACTE conference and present my research amongst notable deans and faculty from all over the world. Despite the current cultural climate of Purdue, I use reverse psychology and attempt to find positivity in my experience. I believe that to increase black male doctoral students, a brochure or website is not enough. I was recruited to my program by a great friend, Nivera Miller, who charged me to be better and fulfil my goals in life.

Following the completion of

my PhD, I feel obligated to reach back in local communities and beyond to encourage more black men to apply. However, I also must let them know to be aware of their surroundings. Though being a student in an Anglo-Saxon and International environment, black men must continue to take on the mountain of adversity and obtain terminal degrees. With an increase of more black men obtaining terminal degrees, we will have more access to make change in policy and the hidden agenda of the government. We cannot just be happy with just obtaining a degree of such stature and only focus on ourselves. We must realize that we can not only pave the way for black men, but all men of color.

The True PhD View – Discussion of Being an African American PhD Student in Indiana Ethnography emphasizes the interplay among variables situated in a natural context (Lecompte and Goetz, Pg. 33). Ethnographers attempt to describe systematically the characteristics of variables and phenomena, to generate and refine conceptual categories, to discover and validate associations among phenomena, or to compare constructs and postulates generated from phenomena in one setting with comparable phenomena in another setting (Lecompte and Goetz, Pg. 33). Comparability and translatability are factors that could contribute to effective generalization in experimental studies; they are crucial to the application of ethnographic research (Lecompte and Goetz, Pg. 34). When looking at the nature of the Ethnography for us as Researchers, it was important to use this method of research to not only tell our stories and narratives of how we are going to becoming PhD students, but also highlight the ebbs and flows of the struggles we have confronted as PhD students, that are parts of research never provided as much as it should be in Academia.

When it comes to our stories, especially in the context of our “Cultural Taxation” theory, we wanted to provide a view of how life can be for African American Male PhD students at PWIs in a positive and negative interpretation that scarcely gets the attention it needs from a scholarly research perspective. For the success of African American Male PhD scholars to be positive, more time, effort, and emphasis must be made to assist these students not only when they are accepted

into PhD programs, but also more preparation assistance must be made to push African American Males into PhD programs. As stated from some of the narratives from previous African American PhD students provided above in this article, it’s truly not uncommon for students like us to be disgruntled and feel out of place when it comes to pursuing such a high degree opportunity such as a Doctorate. What is needed is the support of all Colleges and Universities who have African American students to provide them with the same PhD opportunities, funding, and career advancement chances just as their White counterparts in the same PhD programs Tips for Best Practices to help support African American Male PhD Students 1. Help with finding Professional Mentors and Faculty/Student Connections on Campuses 2. Create a Quality Support Network (Educational & Personal) 3. Work on assisting these men with establishing their Networking Skills 4. Provide funding, social, & career advancement opportunities for African American Male PhD Students (Tuition, Travel, etc) 5. Assist with Research Methodology & Terminology 6. Provide a Focused track of Instruction for PhD completion from beginning to end 7. Supply Employment options in Higher Education, at different Education levels, & in other types of Careers PhDs could be utilized 8. Ask Questions: How are you doing? What do you need help with? Are you ok?

References Bonner II, F. A., Tuitt, F., Robinson, P. A., Banda, R. M., & Hughes, R. L. (2014). Black Faculty in the Academy. Taylor & Francis.

Cuyjet, M. J. (2006). African American Men in College.

Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.

Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction. NYU Press.

Continue on page 40

Efficacy How Teacher Efficacy Contributes to Student Engagement and Motivation Dr. Kelly Bullock Daugherty @DrKBDaugherty It is no secret that increased student engagement and motivation lead to higher student achievement and success. More than that is the notion that highly efficacious teachers play a significant role in engaging and motivating students in their classrooms.

Teacher efficacy is a teacher's confidence in, belief or judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who come across as difficult and/or unmotivated (Tschannen-Moran, Woolfolk Hoy & Hoy, 1998; Tschannen-Moran & Woolfolk Hoy, 2001; Protheroe, 2008).

Teachers bear a great deal of responsibility to ensure that the instructional practices implemented within their classrooms meet the needs of all students sitting before them.

Teachers with high efficacy beliefs, therefore, understand that effective learning depends upon the extent to which students are engaged with the teacher's instruction and activities (Reyes, Brackett, Rivers, White, & Salovey, 2012).

When considering ways to engage and motivate students, teachers must look for ways to keep students' attention in ways that will elicit increased participation. The fact is, teachers with high efficacy beliefs will invest Continue on page 30

Living Education Everyday

Teacher Efficacy continued from page 28

more effort into their practice and hold their students to higher expectations of learning to address the lack of motivation some students may exhibit (Tschannen-Moran & Hoy, 2001). When teachers are purposeful in the level of instructional motivation they portrait, students will reciprocate in like manner and be more motivated to receive instruction. This seems quite simple in the general context of the classroom structure, however, with the diversity of students that sit in the classrooms, each of them brings various experiences, ways of learning, and ways of thinking that teachers must take into account when preparing daily lessons.

A leading explanation for a student's lack of motivation towards school is the absence of connectedness within the classroom. That is the limited integration of the student's societal reality within the school/classroom environment (Thoonen, Sleegers, Peetsma, & Oort, 2011). An efficacious teacher will take the time to connect with students, identify weaknesses, then plan and organize lessons, committing to help even the lowest struggler demonstrate mastery and increased confidence in their ability to learn (Tschannen-Moran & Hoy, 2001). Students need to feel that what they are learning is relevant to their lives. When teachers take the time to get to know their students on a personal level, it becomes easier to make connections to what they are learning. Additionally, being connected with students will make them feel that they are valued.

When students feel valued, they will present an increased willingness to complete a task and do it well (Klem & Connell, 2004; Mojavezi & Tamiz, 2012). In fact, studies support the fact that students with caring and supportive interpersonal relationships within the school community demonstrate a more positive disposition, increased values, and express a more heightened positive attitude toward school as a whole.

Another contributing factor to a student's lack of motivation is the belief that they are unable to learn or lack the ability to achieve academically.

Many students may enter the classroom with low self-efficacy, already defeating their potential to learn. By creating innovative experiences in the classroom, teachers with high efficacy beliefs can identify and attend to student's specific learning styles and help to shift their thinking in such a manner that will allow them to experience

academic success. By instilling in them a growth mindset towards learning, students will become more apt to take risks and demonstrate authentic and autonomous learning because they trust that their mistakes will not be judged, but rather used as a constructive tool for restructured teaching (Mojavezi & Tamiz, 2012).

To address student engagement and motivation in the classroom, teachers must believe in their students' ability to learn. Teachers must help their students feel valued and important. Students come to school many times feeling they are not worth the time teachers spend on them and that the bit of knowledge they do have is worth nothing. Building self-efficacy and positive selfregard in students can help to alter a child's entire view about school and learning. While this can be a time-consuming task, the efficacious teacher sees this as a vital component to the success of each student.

Acknowledge students' differences and learning styles when teaching the unmotivated student.

Teachers with high efficacy beliefs will not only acknowledge these differences, but their daily instruction will exemplify these differences.

Differentiating instruction is more than simply creating groups based on learning levels.

Differentiating instruction is about accepting students for who they are and where they are as a learner. Students' learning styles and specific learning intelligences have a direct influence on how they learn the material in school. It is the teacher's sole responsibility to get to know each student's learning style and embed into each lesson multiple opportunities for students to receive information for learning. By differentiating in this manner, all students' needs can be met.

The bottom line is; all students enter our classrooms with the ability to learn. Many of them do not realize their full potential because they have yet to be told. In many cases, the teacher may be the first person to express belief in their students' ability and potential to learn. In other cases, life experiences may deter students from even caring about what they have to offer. The reality is that teachers have a responsibility to every student that crosses their classroom threshold, regardless of what they bring to the table. Trust that every student wants to learn Continue on page 46

Living Education Everyday

Embracing

The Dilemma The term dyslexia was coined in the late 1880’s and comes from the Greek roots dys meaning difficult and lexia meaning reading...difficulty in reading. One hundred years later, scientists made great strides in understanding the causes as well as best practices in assessing and treating this most common, specific learning difference.

Now, 145 years later, we continue to refine our understanding of the underlying neuroscience and our educational interventions.

Yet, we are still lagging in appreciating and embracing the profound social and emotional impact of dealing with this “invisible” disability.

Crossing the Chasm and Saving Lives

Dr. Michael Hart @drmichaelhart

Think about this: A dyslexic child from a very early age spends six or seven hours a day, five days a week, nine months out of the year in an environment that

relentlessly pummels them with wrong with them, that they are failures or that they are “stupid.” This disconnect between their environment and their educational and emotional needs creates horrible anxiety, confusion and shame.

For undiagnosed adults, the anxiety, shame and fear continue. Often for the rest of their life. They spend their daily life avoiding being exposed as illiterate, mentally deficient or unable to learn. They lose their jobs, their relationships suffer, their health may even suffer.

The shame, anger and confusion that dyslexics often feel directly results in either social withdrawal or aggressive acting out. On an intimate emotional and social level, the costs are often significant. On a cultural level, the costs are massive.

Martin’s Story Martin is one of those students who spent all day, nine months out of the year for over twelve years feeling fearful, ashamed and confused. Unfortunately, he chose to deal with it by becoming very aggressive and by cheating in school. He cheated on exams, changed his grade reports and lied to his parents for years. Anything to provide the illusion that he was not “stupid.” No adults understood his dilemma and he had nowhere to turn.

Early on in school Martin was identified by the education officials as a “bad seed.” He was constantly fighting and getting suspended from school. This went on for years. All that time, Martin just could not figure out why he just did not “get” learning to read and write. A part of him felt that he wasn’t “stupid” but he was so confused and terrified of being exposed that he chose the mask of anger to hide. He literally and figuratively bobbed and weaved like a boxer to avoid detection.

In truth, Martin was and is a very sensitive person. His sensitivity intensified his anger and aggression because he felt he had no other option. Finally, in his last year of high school Martin again got into a big fight. It was the last straw for the school and he was not allowed to graduate.

The research is clear that approximately 10% of the global population has dyslexia. It is neurobiologically-based and hereditary. Dyslexia knows no boundaries regarding sex, culture, geography or language. Incidence rates are amazingly consistent around the globe.

In the US, two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on government subsistence. If a dyslexic receives help for reading in prison, there is a 16% chance of returning to prison. If they don’t, there is a 70% chance they will be incarcerated again.

Undiagnosed dyslexics are four times more likely to drop out of school. In the US, the lifetime impact of lost wages due to dropping out of school is over $100 billion dollars.

The Fundamental Issue

He was at his nadir. After losing a full year, Martin, now 19 years old, begged and pleaded to be allowed to return to school. He was given one last chance. It was here where he was able to turn the corner. Not because of anything he really did (in the beginning anyway) but because one single teacher saw something in him. Martin was beaten, broken and lost but she saw something more in him and carefully cultivated a trusting relationship. With trust came the opportunity to help him with his academic work after school. She helped him with study skills and college exams and ultimately gave him the confidence and skills to succeed in college and law school.

Like millions and millions of children all over the world, Martin suffered needlessly for many, many years. He’s in his seventies now and because of that one teacher the arc of his life completely changed. He was one of the lucky ones. With help from his friends in college and his wife of almost 50 years, Martin has achieved considerable personal and professional success.

But that feeling of never being good enough, the feelings of anger and depression are still sometimes with him. Fifty years after he suffered so needlessly, in spite of his subsequent success, Martin still sometimes feels those wounds. But he was one of the lucky ones.

The Cultural Impact

The fundamental question is why, if we know so much now about the diagnosis and treatment of dyslexia, why are so many children still suffering needlessly?

The answer lies in the disconnect between what the science of reading tells us and what educators are being taught in their university programs and professional development courses. The science of reading reflects what we know about the science of language development. Capacity for language mastery deeply informs a person’s ability to read and write. And yet the majority of teachers are not trained to understand language development and the connection to reading proficiency.

In the US, three out of four elementary teacher preparation programs still are not educating teachers about how children learn to read.

Virtually no secondary school preparation programs include curricula about reading and written language instruction in spite of the fact that dyslexia is a lifelong issue.

How can you expect a teacher to help your dyslexic child when they aren’t given the education, training and experience to do so? The short answer is that they can’t. And if teachers are not educated about language development and reading, how would they be able to understand and appreciate the social and

emotional consequences for dyslexic children who are chronically misunderstood?

A Call to Action The worldwide call to action is clear. We need to cross the chasm between what we know from the science of reading and our teacher preparation.

We need to provide proper educational support and training during and after formal education. In addition to the science of reading and language, we need to sensitize educators to the oftentimes life-altering social and emotional damage and needless suffering that our dyslexic children and adults endure.

Largely due to the emergence of social media, we have global momentum. The silos are being broken down and more and more people are becoming aware of the pervasiveness of this learning difference and the personal and societal implications of our misunderstanding and inaction.

Let’s leverage this global momentum. Let’s leverage the scale of UNESCO in addressing this issue worldwide. Let’s make sure that in addition to educating others about the science of dyslexia, the social and emotional impact is given proper attention as well.

A person’s social and emotional development so deeply informs how they make choices in life, how they interact with friends and loved ones, how they succeed in all aspects of their lives. It is our responsibility as leaders to understand and appreciate not only the science of dyslexia but the social and emotional toll as well.

There is no rational reason in this day and age for children like Martin to suffer needlessly. Much work is needed.

What is dyslexia?

Dyslexia is a specific learning disability that is ✓ —Neurobiological in origin. That is, you’re born with it. It’s how your brain is wired. ✓ —It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities (the ability to sound out words).

✓ —These difficulties typically result from a deficit in the phonological component of language (your understanding of the sounds of language), the underlying language processes involved in rapid automatic naming (poor fluency and comprehension), weak orthographic mapping (quickly recognizing how letters look) or any combination of those three. ✓ —That is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. ✓ —Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Living Education Everyday Flashback

motor and/or vocal tics obsessions compulsions moody irritable anxiety attacks separation anxiety motor and/or vocal tics obsessions compulsions moody irritable anxiety attacks separation anxiety motor and/or vocal tics obsessions compulsions moody irritable anxiety attacks Pediatric and Adolescent Psychiatrist separation anxiety Rosalie Greenberg, MD motor and/or vocal tics obsessions The symptoms are usually dramatic, happen “overnight and out of compulsions the blue,� and can include motor and/or vocal tics, obsessions, moodyand/or compulsions. In addition to these symptoms, children may irritablealso become moody or irritable, experience anxiety attacks, or show concerns about separating from parents or loved ones. anxiety attacks separation anxiety National Institute of Mental Health motor and/or vocal tics obsessions compulsions moody separation anxiety

What is P.A.N.D.A.S.?

Living Education Everyday

Old Friends From The Past Can Teach Us Plenty If We Take The Time To Pay Attention!

DAN BLANCHARD @GranddaddysSecr

“What did Thomas Jefferson teach you?” I ask my students.

A blank stare is volleyed back to me.

“Okay.” I say. “What did Teddy Roosevelt teach you?”

Again, I receive mostly blank stares with a few faint murmurs of “Huh?”, “What?” or “We don't care”, sprinkled in. Boy, this is frustrating I think to myself as I stand all-alone at the front of the class returning their indifferent stares with a quizzical one of my own.

“Okay... This is one you have to know,” I say almost pleading and coaxing the students for an answer, “What did FDR teach us?”

“Who's FDR?” a small shy boy from the back right corner of the room quietly stammers.

“FDR is Franklin Delano Roosevelt, our 32nd President of the United States of America and our leader of this country during -both the Great of the

1930's and WWII of the 1940's,” I answer back confidently. “So, what did Franklin Delano Roosevelt teach us?” I ask again sure that I'll get an answer this time now that I've given this wonderful group of teens all this extra information about FDR. “Ah... Come on mister... These are a bunch of old dead guys you're asking us about,” a brave boy yells from the back of the room.

“A bunch of old dead guys!” I say as I laugh.

“These aren't a bunch of old dead guys! These are a bunch of old friends from the past who can still teach all of us plenty if we would just listen and pay attention to their life lessons,” I inform them.

“Boring!” someone says from a hidden corner of the room just audible but not quite identifiable.

I shake it off and continue. “Well then, how about your friend Hitler? What did he teach you?”

“Hitler!” several students say startled!

“He ain't no friend of mine and he didn't teach me anything,” a clearly identifiable, athletic-looking girl blurts out from the left side of the room with a look of disbelief on her face.

“Good! I have your attention now!” I say with some bravado. I continue, “Didn't Hitler teach you that under no circumstances is HATE okay? Didn't he teach you that no form of HATE should be tolerated? How about racism? Did he convince you how bad racism can really be? What about power? Did he teach you that too much power corrupts? What about absolute power? Did he teach you that absolute power absolutely corrupts people?” I forcefully say to the students gaining some momentum.

The students are stunned into obedience as they shake their heads in agreement. The silence of the classroom is deafening under the weight of my words and accusations. I have them! This is a great teachable moment! These exact moments are the fuel that get all of us teachers out of bed every morning and make us stand all-alone at the front of a class of teenagers every day.

“Class!” I say demanding militaristic attention.

“Yes.” They answer back now under my Hitleresque obedient spell.

“If Hitler taught you all of these things that you weren't even trying to learn, and on top of that, you don't even like the guy, just imagine what Jefferson, Teddy Roosevelt, FDR, and a whole cast of others, who are likable people, could teach you if you just gave them a chance...”

I pause for effect and then finally say, “Now teens, go learn, lead, and lay the way to a better world for all of us. Start looking at all the people that have gone before us as old friends from the past that we can learn from rather than a bunch of old dead people. If you follow my advice, you'll find yourself heads and shoulders above your competition. And once again, thanks in advance for all that you do, and all that you will do...

CLASS DISMISSED!” The Ph.D. Black Male View continued from page 28

Fountaine, T. P. (2012). The Impact of Faculty— Student Interaction on Black Doctoral Students Attending Historically Black Institutions. The Journal of Negro Education, 81(2), 136-147.

LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research.

Review of educational research, 52(1), 31-60.

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Evans, N. J., & Forney, D. S. (2010). Student development in college: Theory, research, and practice. John Wiley & Sons.

Payton, F. C., White, S. D., & Mbarika, V. W. (2006).

IRSS psychology theory: Telling experiences among underrepresented IS doctorates. Decision Sciences Journal of Innovative Education, 4(2), 191-213.

Strayhorn, T. L., & Terrell, M. C. (2010). The Evolving Challenges of Black College Students: New Insights for Policy, Practice, and Research. Stylus Publishing, LLC. PO Box 605, Herndon, VA 20172-0605.

Wood, J. L., & Harper, S. R. (Eds.). (2015). Advancing Black Male Student Success From Preschool Through PhD. Stylus Publishing, LLC.

Why Become a Teacher?

Dede Rittman @dederittman I was a high school English and Theater teacher for 37 years, and I would have stayed 40 years, had my husband not been diagnosed with stage 4 colon cancer. I needed to retire to care for him, which was exactly the right thing to do. I truly loved being a teacher. In today’s world, in which many positions both offer tremendous pay and enormous prestige, why should any person become a teacher? I have given this matter much thought, and here are my top 5 reasons for becoming a teacher.

1. You will never be bored, because being a teacher is never boring. No two days are ever the same, and you need to be alert, because things rarely go as planned, which means you must be ready to “monitor and adjust” - always! Even with a terrific lesson plan, a host of unplanned events could happen: a fire drill, a bomb threat, birds come out of the classroom ceiling, a student vomits in your classroom, someone has a major meltdown- and the teacher must be ready to lead through it all! (In case you are wondering, yes, these things have happened to me while I was teaching-plus Continue on page 44

Dr. Michael A. Robinson @DrMikeRobinson

Michelle Williams @theignitEDteach

Dr. Michael Osit @Dr_Michael_Osit

Dr. Nekeshia Hammond @Dr_Hammond

Stephen R. Flemming @kellygrade6

Byron Durias @ByronDurias

A Comprehensive Video Series Researching Various Topics Centered Around Education

Contributors:

The Course

Preparing a Child to be Classroom Ready

Living Education Everyday

learning, creativity, grit, valued education, computer education; you name it, and for Black and Brown children, the results have been spotty at best. Gaps— learning and opportunity—still exist. So, what must we do so that these innovations work for children of color? And I thought: DIP IT IN CHOCOLATE! Chocolate?

Yes, DIP IT IN CHOCOLATE!

As an amateur candy maker, I am in Heaven when I am making candy! I make Heath Bars, Almond Joys, Bon Bons, Bourbon Balls, and After Dinner Mints, to name a few. Many of the recipients of my inventions say I have missed my calling and I could go in business and make a mint, no pun intended.

So, after years of making these delectable, I've discovered one thing: They are all better when dipped in chocolate! Some are dipped in dark chocolate; some are dipped in milk chocolate; and yes, some are dipped in white chocolate. Nonetheless, all are better when dipped in some type of chocolate.

The other day, I was thinking about the achievement gap in this country and how could we institute policies, practices, and procedures to alleviate this gap. Essentially, educators have tried everything conceivable in an attempt to find the silver bullet. However, up to this point, every innovation has been left wanting. Cooperative learning, learning styles, Reading Recovery, reading groups, gifted education, problem-based

In this country, school populations are becoming more chocolate—dark chocolate, milk chocolate, and white chocolate!

American public schools are becoming more diverse, yet the percentage of minority teachers is steadily decreasing (Igersoll & May, 2011). According to the National Council on Educational

achievement gaps and dropout rates. For if all things remain equal, and if this growing population of students of color continue to fail at current rates, and the demographics of teachers remain the same, we can only assume that the achievement and opportunity gaps will continue to grow exponentially. Can we as a nation permit this to happen? If not, then what must we do? DIP IT IN CHOCOLATE! What exactly does that mean? First, most theories, methodologies, or strategies were normed on majority children usually

DIP IT IN CHOCOLATE Dr. Lucian Yates, III @lucianyatesiii Statistics, sixteen percent of the school population is Black, yet only seven percent of the teachers are Black (NCES, 2010). Approximately 82% of the 3.8 million teachers in the United States are white, only 7% are African American and 8% Hispanic (Bryan & Ford, 2014; Feisteitzer, 2011; Goldring, Gray, & Bitterman, 2013) --72% of teachers are White females, 10% are White males, and only six percent are Black females, and a little over one percent are Black males (Bryan & Ford, 2014; Lewis, 2006). These numbers must change, or the training for all teachers must include professional development in "dipping it in chocolate" if America is to reduce minority

from upper or middle-class schools and school districts. I can't think of one that was normed on children of color. Thus, why are we shocked when these theories, methodologies, or strategies don't work with students of color? It was not designed by or for this population. There is a cultural or nuanced disconnect with students of color. To dip it in chocolate means that we must consider culturally relevant pedagogy in the execution of any theory, methodology, or strategy.

The concept is called culturally responsive

teaching (CRT). It is a means for improving achievement by teaching diverse students through their own cultural filters. Gay (2010) defined CRT as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them" (Gay, 2010, p..30). CRT argues that culturally, racially, and diverse students' education must be connected to the outof-school living; it must promote educational equality and excellence; it must create a community of culturally diverse individuals to develop students' agency, efficacy, and empowerment (Gay, 2013).

Thus, CRT means to "dip their experiences in chocolate!" Several researchers (Banks, 2007; Delpit, 2006; Ladson-Billings, 2009) argued, when we dip students' experiences in chocolate, i.e., use culturally responsive teaching techniques, schools, teachers, and administrators become change agents for racially, culturally, educationally, linguistically, and diverse students and we increase the probability of closing educational, opportunity, and success gaps. God hasten the day that we "Dip them in Chocolate"!

Goldring, R., Gray, L., and Bitterman, A. (2013). Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011–12 Schools and Staffing Survey (NCES 2013-314).

U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

Ingersoll, R.M., and May, H. (2011). The Minority Teacher Shortage: Fact or Fable? Phi Delta Kappa International. Retrieved from http://www.edweek.org/ew/articles/2011/09/01/kap pan_ingersoll.html Ladson-Billings, G. (2009). The dream-keepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass.

Lewis, C. W. (2006). African American male teachers in public schools: An examination of three urban school districts. Teachers College Record, 108(2), p224-245.

National Center for Education Statistics (2010). The Digest of Education Statistics (NCES 20100130). Retrieved from http://nces.ed.gov/program s/digest/d09/index.asp Why Become a Teacher? Continued from page 40

References Banks, J.A. (2007). Approaches to multicultural curriculum reform. In J.A. Banks & C.A. Banks (Eds.), Multicultural education: Issues and perspectives.

Hoboken, NJ: John Wiley.

Bryan, N. & Ford, D.Y. (2014). Recruiting and retaining Black male teachers in gifted education. The Gifted Child Today, 37(3), 156161.doi:10:1177/1076217514530116.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

Feistritzer, C.E. (2011). Profile of Teachers in the U.S. 2011. Washington, D.C.: National Center for Education Information.

Gay, G. (2010). Culturally responsive teaching: Theory, research and practice (2nd ed.). New York: Teachers College Press.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry 43:1, p.48-70.

many more unscheduled events!)

Teaching equals excitement, pleasure, and enjoyment- but you need to be ready for anything.

2. Become a teacher for the summer vacation! Your friends will be so envious. Of course, you will be taking credits to fulfill your district requirements, and you will probably be rewriting the curriculum during the summer, because life is too busy when school is in session. You will also be playing catch-up, trying to accomplish all the home remodeling/painting/yard projects you have ignored for the 9-month school year, so no relaxing for you! You should be able to finagle at least one trip to the beach, though, so no worries! one trip to the beach, though, so no worries!

3. Being a teacher will give you both fame and notoriety. When you walk into the local mall, grocery store, movie theater, or Dairy Queen,

everyone will know you! Being a teacher in a small community is like being Norm in “Cheers”, the old TV show, because everybody knows your name! Now, I must point out, that this local “fame” can have its perks. I was standing in line at the grocery store with just a gallon of milk, and a former student who was also a grocery store employee walked up to greet me. He asked, “Is that all you need, just one gallon of milk?” “Indeed, it is,” I replied, looking at the long, long lines of heaping carts in front of me. “Please follow me, Mrs. Rittman,” he said. He opened a cash register – just for me – and immediately, people came swarming like bees to line up behind me.

The young man held his hand up, and said to the throng, with quiet dignity, “I’m sorry, but this line is only open for Mrs. Rittman.”

HA! Take that, other professions! I was a rock star at the grocery store, with my own line, all because I am a teacher!

4. Become a teacher for the unbelievable incentives. My school did not have merit pay, so I never received extra pay, no matter how well my students performed on any tests. Even though many of my students won major awards (even in national competitions) while being taught/coached/directed by me, I never received any extra pay. However, I did receive some wonderful rewards through the years. For example, I received a bowl painted like a pink bunny from a student who had cerebral palsy and major dexterity issues. (Of course, I still have it.) I received hundreds of thank you notes from students through the years, telling me that I made a difference in their lives. Some of these letters came more than 10+ years after the students left my classroom, but they still thought enough of me to write the letters and reconnect. (Of course, I still have these letters.) I received hugs and tears and the whispered words “thank you” when I nominated students for awards, or pushed students to their limits and beyond, because I recognized their capabilities, even if they did not. I received one million dollars in fake money along with a poem from a student, who said I was worth a million bucks to him as a teacher! (This student is now a

major Hollywood writer, which thrills me as well. Oh - of course, I still have the poem and the wad of fake money.) I received a matchbox car- a gold Rolls Royce- from a student who said my class had “class”, and he wished he could buy be a Rolls Royce for my birthday. (Of course, I still have it.) I received thank you notes and calls from parents, whose pride at the accomplishments of their children was even more than they had ever hoped for. (Of course, I still have these notes.) I received a live bunny rabbit from two classes of challenged learners, whom I called “my bunnies.” Binky Rittman lived to be 12 years old, and she was the incentive for my children’s book. (Of course, I still have her ashes.) I received so many positive affirmations from my 37 years of teaching and coaching and directing, and they are worth far more than money to me, because I made a difference in shaping lives. Of course, I have giant bins of notes and gifts in my storage room! I will never throw them away.

5. Become a teacher for this single reason - to make a difference. Every child needs a teacher to believe in him or her, and if you can be that person, you can help that child to achieve his/her full potential. So many students come to school with baggage – single parent families (sometimes working more than one job); addiction/alcohol/violence issues in the home; lack of food in the home; homelessness; low self-esteem and poor self-image; lack of prior success in school.

You can help students to put the baggage away while they are at school. Although many students have huge issues, one caring adult in a student’s life can make all the difference for that student. Sometimes, school becomes the “safe” place where a student feels loved, safe, and nurtured.

These ingredients lead to learning, and learning leads to success.

I know that many teachers are leaving the profession after just a few years, and I know the pressures of being a teacher, and the time it takes to prepare. I also know the rewards of teaching and coaching and directing students, believing in them, and helping them to believe in themselves. No other profession can offer what teaching offers - the chance to make a positive impact on students and to change lives. I hope teachers and professors

will share this article with those who are interested in the profession, even if they are unsure about committing to teaching. I still love teaching, and I feel fortunate that I can continue to appear in classrooms from kindergarten to college with my two books. Although teaching is challenging and time-consuming, I will always love being a teacher.

Educational Studies, 37(3), 345-360.

Teacher Efficacy continued from page 30

Getting Beyond the One-Third continued from page 23

and with high efficacy beliefs in place, they can learn. Recognize that some students may not understand how to learn or the best ways in which they receive information. Efficacious teachers are sensitive to these understandings and will take the time necessary to empower their students to become productive learners and critical thinkers within their classrooms.

schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.

It is most important for teachers to recognize that what may have worked ten years ago for students is not necessarily so for the millennial student. Teachers with high efficacy beliefs will impact students' engagement and motivation by creating interesting, innovative opportunities for all types of learning to occur in the classroom.

The time it takes to create these opportunities will do a grand service to the students in the classroom. As a result, students will appreciate the lessons more and leave with a greater sense of efficacy and a stronger knowledge base as they head to the next grade level.

References Klem, A. M. & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.

Mojavezi A. & Tamiz, M.P. (2012). The impact of teacher self-efficacy on the student's motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491.

Protheroe, N. (2008). Teacher efficacy: What is it and does it matter? Principal, 87(5), 42-45 Reyes, M., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement.

Journal of Educational Psychology, 104, 700-712.

Thoonen, E., Sleegers, P., Peetsma, T., & Oort, F. (2011). Can teachers motivate students to learn?

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure.

Review of Educational Research, 68, 202-248.

Tschannen-Moran, M. & Woolfolk Hoy, A. (2001).

Teacher efficacy: Capturing an elusive construct.

Teaching and Teacher Education, 17, 783-805.

Milner, H.R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), p. 388400.

Perry, T., Steele, C. & Hilliard, A. (2003). Young gifted and black: Promoting high achievement among African-American students. Boston, MA: Beacon Press.

Reed Marshall, T. (2017). Influences of Language, Culture, and Power on Instructional Decision Making with High-Achieving African Students in Advanced Secondary English Classrooms. (Unpublished doctoral dissertation).

Virginia Polytechnic Institute and State University, Blacksburg, VA. Wiggan, G. (2007). From opposition to engagement: Lessons from high achieving African American students. The Urban Review, 40(4), p.

317-349.

Woodson, C.G (1990). The mis-education of the negro.

Nashville, TN: Winston-Derek Publishers, Inc.

Thoughts on Cultural Predisposition to Disability Thoughts on Cultural Predisposition to Disability Dr. Sara Stetson @GoodCognitions

Identity is a term we use to reference individuality and membership in various constituent groups. Our identity outlines social roles and links those roles to our past, present, and future selves. Nearly 13% of the population—40 million Americans—has some type of disability, yet reporting on disability topics is limited to about 1% (Pew Research Center). Disability is an identity that marks individuals as members of an often-marginalized group. A function of membership in this group is the construction of specific identity traits by others. When the media does cover a disability story or portrays a character with a disability, the presentation frequently reflects inaccuracies about disability that have deep roots in American history and culture.

Consequently, people with disabilities are portrayed as objects of curiosity, perpetually innocent, sinister, or heroic figures who act as inspiration for the rest of us and deserve accolades for triumphing over adversity. A positive disability identity includes a positive sense of self along with a connection to the disability community, but it is rare to see someone with a disability depicted as a complex individual whose experiences include, but are not entirely defined by their disability.

before the person. Years later, I read HG Wells' Country of the Blind, the story of a mountaineer who falls into a valley while leading a team of hikers. The inhabitants of the valley have been isolated for generations. During that time, a high rate of congenital blindness occurred in the population, and gradually all children of the community were born blind. The concept of vision disappeared from the experience, vocabulary, and collective memory of the culture.

In fact, the term disability is mostly context-bound.

Americans are more likely to identify disability than any other culture in the world. A 1.6% identification rate in Singapore and Japan contrasts sharply with the 14% identification rate in the U.S. (Meyer, 2010). The egocentric view is that our high identification rate reflects a more sophisticated diagnostic system. Conversely, Americans may be culturally more inclined to view people as handicapped.

At first, Nunez believes his sight makes him superior. He remembers the adage, "In the country of the blind, the one-eyed man is king"; but members of the community have developed superior kinesthetic and echolocation abilities and they developed a society completely adapted to their needs.

In a discourse analysis of American news media and the language used in coverage of stories about people with disabilities, Haller and colleagues (2006) found persistent themes of limiting, stereotype-driven language that perpetuates narrow views of people with disabilities. They conclude: "Even something as mundane as the words used to refer to a group are important because they have ramifications both for the selfperception of people with disabilities and what the general public believes about disability" Some years ago, I worked in a large rural middle school in the northeast US. One of our students had been honored by People Magazine as a teen who would "change the world." In a time when the internet was in its infancy, this student had managed to launch a social justice campaign that got the attention of Warner Brothers, among others. The studio was coming to film a documentary at the school, and the staff was in an uproar. After about a week of mayhem, I was called the principal's office, where he wasted no time telling me I was to coordinate the film crews, schedules, teachers who did not want to appear on film, parents, peers, and anything else that needed coordinating. Typically, special education coordinators do not handle school visits, so I asked, "Why me?" "Because," he responded, "the boy has Down's Syndrome." This was the first time I realized that, for many, the disability comes

"Everything you see had been made to fit their needs; each radiating path of the valley area had a constant angle to the others, and was distinguished by a special notch upon its kerbing; all obstacles and irregularities of the path or meadow had long since been cleared away. Intonation had long replaced expression, touches gesture. All their methods and procedure arose naturally from their special needs. Their senses had become marvelously acute; they could hear and judge the slightest gesture of a man a dozen paces away – could hear the very beating of his heart.

They could distinguish individual differences the way a dog can."

Wells, 1904 Nunez quickly realizes he cannot navigate or perform basic tasks in the darkness. He also discovers sight is not easy to explain to people with no language for the concept. The community members believe his talk of vision is a sign of mental illness or deficiency.

Similar patterns of association are reflected in Hofstede's collectivist vs. individualist index.

Societies with a strong collectivist orientation tend to look at the adaptation of the group, while individualist societies tend to look at traits within the individual. People from collectivist cultures perform better on context-dependent tasks, and people from individualist cultures (Americans) perform better on tasks that are independent of context (Hedden et al., 2008). Not surprisingly, individualism is a strong predictor of

which may explain our tendency to label such a large proportion of our population as "disabled." In fact, individualism still exerts a strong influence on identification rates when the availability of resources is factored out (Meyer, 2010). Just as early anthropologists classifying relationships within individual societies missed the basic unit of kinship operating across cultures (Strauss, 1963), Americans tend to focus on problems inherent in the person rather than the collective adaptation

of the group.

One of the best-known examples of collective adaptation is Nora Ellen Groce's study of the deaf community on Martha's Vineyard, where an unusually high incidence of congenital deafness had emerged over 12 generations. In and of itself, a high degree of congenital deafness in an isolated community is not noteworthy. On Martha's Vineyard, however, the deaf inhabitants were completely integrated into all aspects of community life. The entire hearing population was bilingual in English and sign language, and islanders learned to sign from childhood as a native form of communication (Groce, 1985, p.53). It was simply assumed that everyone would communicate with sign language or English interchangeably as the situation warranted. Signs were also used in larger groups such as town meetings, community events, and church. At prayer meetings, someone would invariably get up and preach in sign, and this was never translated (Groce, 1985, p. 58).

The reflexive nature of the islander's use of sign language is one of the most telling examples of the extent to which the community had evolved and adapted. Groce provides numerous examples of code-switching in her account of island life.

Islanders were known to transfer back and forth between speaking and sign without conscious attention. Hearing members of the community were so enculturated to the use of manual communication that they often used it when there were no deaf people present (Groce, 1985, p. 63).

In fact, when Groce interviewed older islanders 20 years after the last deaf inhabitants had passed away, they often could not remember who among them had been deaf (Groce, 1985, p. 51).

It is one thing for a disability to disappear as a barrier to full participation in society, but it is quite another when it is seen as an advantage. For example, in our Martha's Vineyard example, sign language was seen as an advantage for communicating between whaling vessels in rough seas. In another example, Oliver Sacks (1996) noted the superior night fishing, farming, and artistic abilities of colorblind inhabitants of an island in Micronesia. The lack of a color sense forced attention to intricacies of light, pattern, and the nuances of plant life—all highly adaptable skills for life on the island.

One of the largest categories of disability in the United States is dyslexia, with prevalence estimates as high as 17% OzernovPalchik & Gaab, 2016). In a printcentric society, this is a serious issue; but digital technologies are rapidly changing the context by which we view print-based "disabilities." For example, this paper could be written with speech-to-text and read with text-to-speech. References can be located and read aloud, organized by metadata, searched, annotated, and reorganized, all without reading one word. Indeed, a brain that is highly adapted to taking in multiple bits of information and attending to them simultaneously is more

useful in a digital environment than a brain that is highly adapted to processing print (Wolf, 2007).

In the examples reviewed, "disability" was manifested depending on the context in which it was viewed. Universal structures such as individualism or collectivism influenced the degree to which a particular trait was seen as disabling.

Moreover, the system is moderated by influences from the outside world, physical conditions, or technological advancements. As in the country of the blind, the construct of disability is created by culture, maintained by culture, and modifies itself with changes in culture.

References

Groce, N. E. (1985). Everyone Here Spoke Sign Language: Hereditary Deafness on Martha’s Vineyard. Cambridge, Massachusetts: Harvard University Press.

Hall, E. T. (1981). The Silent Language (Rev. ed.).

New York, New York: Anchor Books.

Haller, Beth & Dorries, Bruce & Rahn, Jessica.

(2006). Media labeling versus the US disability community identity: A study of shifting cultural language. Disability & Society Meyer, H. (2010). Culture and disability: Advancing comparative research. Comparative Sociology, 9, 157-164.

Bialik, K. (2017, July 27). 7 facts about americans with disabilities. Retrieved September 23, 2017, from http://www.pewresearch.org/facttank/2017/07/27/7-facts-about-americans-withdisabilities/

Mentoring of Adult Learners Felicia D. Young, M.Ed. Mentoring of adult learners is a subject that is not often discussed in the realm of higher education; however, it is a topic that deserves more of a spotlight as we enter an era in education where adult learners are reentering or entering higher education for the first time. The National Center for Education Statistics reported that in fall 2015 of the full-time undergraduate students enrolled at public 2-year institutions, 76 percent were young adults, 15 percent were ages 25 to 34, and 8 percent were age 35 and over. Of the students over 25, many will fall through the cracks of higher education. Dr. Timothy Johnson of 100 Black Men of Baton

Rouge, , LA stated many of the students he's helped through his work have been younger adults but stated there is an urgent need for outreach programs for older students.

"Older students are often more resistant to ask for help or assistance due to embarrassment or the fear of being ostracized," stated Johnson. This statement has an air of truth to it; older students feel like they should know what to do or how to maneuver because they have life and work experience.

Higher education administrators must

understand the landscape of their institutions, but what is changing more rapidly is the student demographic.

There are dozens of studies done on how student demographics are different from merely ten (10) years ago, but one does not need a study to understand what is visible with the naked eye. Older students are on campus and need resources to be successful. Brandy Gros, a higher education professional and the founder of a growing non-profit organization aimed at tackling the rising issue of student homelessness, expressed her concern for the older students she

Continue on page 52

Living Education Everyday

Mentoring continued from page 50

has assisted in recent years. Mrs. Gros stated, "Older students need mentors. It is vital to their success that they encounter someone who has walked the walk." Institutions must be vigilant to the changing needs of the student body.

Mrs. Gros stated, "Older students need mentors. It is vital to their success that they encounter someone who has walked the walk."

In the past, students only needed tutoring, career or advising services.

But today's students need those services but much, much more. Adult learners more than likely have families therefore will need

housing or transportation assistance.

During my tenure at a local community college here in Louisiana, I met a non-traditional male student named Ricky Ray, Jr. This student was a bit unique in that he had been in and out of college, lost his financial aid, yet still paid out of pocket. His persistence intrigued me; because although he was attending and paying his tuition out of pocket, he did not seem very dedicated to achieving academically.

Dr. Johnson and I decided to take this student under "our wings" so to speak to help him focus and graduate. It took a multitude of talks and interventions over a 24-month span, but Ricky began to take it (education) serious.

There were many pieces involved in getting Mr. Ray on track and set to graduate May 2018. The first thing I explored was his reasons for attending college in the first place. Adult learners participate in post-secondary schools for a multitude reasons; career advancement, career changes, to gain specialized skills or fulfill a lifelong dream of completing college. Mr. Ray's purpose was to complete college, which was a promise he made to his grandmother before she passed away. He stated, "Education is important to my family and me.

I must complete my degree and become a social worker to help other young black males." It was impressive that this student not only wants to improve his life but the lives of others. This passion convinced Dr. Johnson and me to mentor Ricky through his collegiate career.

Ricky was required to check in with one of us at least weekly to discuss class attendance, homework assignments, familial issues, work topics, etc. When dealing with adult learners, a mentor cannot only focus on the academic side, as these students have an array of responsibilities.

If the work/life/ school balance is threatened in any way, school is usually the first thing to go, children, work and real-life responsibilities take precedence over everything else.

Another approach in successful mentoring is to help your adult learner see his or her future abstractly. It is easy to say if you complete your work and do well you will graduate; however, if you say do well and graduate, and XX number of dollars can be obtained may inspire these students to try a bit harder. Being accomplished through higher education is different for someone who must buy uniforms, Christmas presents or care for a sick child. This degree must translate into an actual improvement in the student's life.

Once Ricky began to understand how obtaining his degree could afford him the life he always envisioned, something just clicked, and he decided to give school his all. Dr. Johnson noticed Ricky's improved confidence, which prompted him to ask Ricky to join the 100 Black Men organization. Since joining, Ricky has become treasurer of the organization, SGA liaison, and mentor to younger members. Life has changed.

When asked, what will you do now that you are on track to graduate and transfer to a four-year university, Ricky responded, "I will improve the

Adult learners participate in post-secondary schools for a multitude reasons; career advancement, career changes, to gain specialized skills or fulfill a lifelong dream of completing college.

lives of students who are like me that struggle with building self-esteem to complete their degrees."

Mentoring is an excellent idea for any student, but it can be life-changing for an adult learner; subsequently, creating new mentors to future students.

Addressing the Need for Sex Education in Public Schools and at Home Dr. Charles Brown School-based sex education has the potential to prevent sexually transmitted infections, avoid unintended pregnancies, and promote healthy sexuality among youth (Constantine, 2008). Sex education is defined as "the provision of information about bodily development, sex, sexuality, and relationships, along with skills-building to help young people communicate about and make informed decisions regarding sex and their sexual health" (Bridges & Hauser, 2014).

To date, less than half of states in the United States have decided to offer sex education in public schools. A recent report on state policies involving sex education in schools revealed that 24 states require public schools to teach sex education (National Conference of State Legislatures, 2016a). All other states have pending or failed bills related to requiring sex education in public schools.

Within these states, the delay and failed attempts to pass the sex education bill in public schools is concerning, especially since a growing number of youth are engaging in sex and suffering its harmful consequences (Whitehead, 1994). For instance, in the United States, teenage mothers are less likely to finish high school and are more

likely than their peers to live in poverty, depend on public assistance, and be in poor health (National Conference of State Legislatures, 2016b).

Even more alarming, according to the Centers for Disease Control and Prevention survey findings from sexually active high school students in 2015, 43% of students did not use a condom the last time they had sexual intercourse (Centers for Disease Control and Prevention, 2017).

A large body of evidence supports the implementation of comprehensive sex education as one solution to this problem (American Public Health Association, 2014).

Comprehensive sex education seeks to provide accurate

information about contraception, pregnancy, childbirth, sexual abuse, HIV/AIDS, sexually transmitted diseases, and more (National Guidelines Task Force, 2004).

With this in mind, Chin et al.

(2012) studied the role comprehensive sex education played in reducing the incidence of adolescent pregnancy, HIV, and other STIs. In their research, they examined 66 studies of comprehensive sex education and discovered that comprehensive sex education

to reduce adolescent pregnancy, HIV, and STIs (Chin et al., 2012). Although research supports the benefits of comprehensive sex education, there are many critics who do not favor the comprehensive sex education approach in public schools. For example, the Bush Administration preferred an abstinence-only education approach in public schools which urges youth to refrain from sex until marriage. Also, many parents do not prefer the comprehensive sex education approach due to fear that presenting basic sex information to youth is the same as giving them permission to be promiscuous (Gordon, 2008).

Nonetheless, despite the views in favor of an abstinence-only education approach, there is overwhelming evidence indicating that abstinence-only education does not delay the initiation of sexual activity or reduce teen pregnancy rates (Stanger-Hall & Hall, 2011).

Generally speaking, I agree with Stanger-Hall and Hall (2011) that comprehensive sex education must be taught in public schools. Although it is clear that comprehensive sex education will not offset all of the innumerable factors affecting young people sexual behavior, it is a good start (Kirby, 1995). I believe public schools should provide both abstinence and comprehensive sex education to students.

Furthermore, as noted by Knowles (2012), I agree that parents must take the opportunity to involve themselves in their child's sex education. Some parents may

feel uncomfortable about discussing topics such as condoms and contraceptives use for the prevention of pregnancy and sexually transmitted diseases; however, it is critical for helping youth to practice healthy sexual behavior and prevent negative consequences. Parental involvement will also ensure that youth are being introduced to sex education, regardless of whether or not it's offered in public schools. Wherever sex education is taught, as noted in Kirby (1995), effective sex education must provide a clear message that is appropriate to the age and experiences of youth, which might include the following: 1. For younger, sexually inexperienced youth, an effective message is: "wait until you are older to have sexual intercourse."

2. For older kids: "avoid unprotected intercourse-the best way to do this is abstinence; if you have sex, always use protection."

3. For high-risk youth, most of whom are having intercourse, a compelling message is: "always use condoms; otherwise, you might get AIDS." There are several ways that parents and public schools can begin the process of addressing sex education among youth.

The message that I received consistently in my home was that it is imperative to be safe when having sexual intercourse and use protection during sexual intercourse to avoid

negative consequences such as unintended pregnancy. In contrast, I did not receive any sex education information while attending public schools.

Fortunately, most recently, the U.S. Department of Health & Human Services has identified 28 evidence-based curricula that have been effective in schools working to decrease sexual activity, sexually transmitted infections, and increase contraceptive use (Knowles, 2012). Sex education must be a priority of public schools and parents. If the topic of sex education is not discussed at home, there is a possibility that many youths will not receive proper sex education at school or not at all.

Living Education Everyday

Men Make A Difference Day 2017 #menmakeadifferenceday

Respond Quickly If a crisis happens at your school, on your campus, or even in the community but has ramifications or affects members of your school community; you MUST respond as quickly as possible. The key administrators, on-campus and off-campus emergency responders should discuss the initial quick response and establish timely next steps and updates. Key administrators should include the lead communications person, and emergency responders should consist of the lead administrator for campus security- this person should also be in touch with local law enforcement if necessary and include them as appropriate in initial and follow up communications.

5 Damage Control Strategies Educational Institutions Can Employ in Times of Crisis Kelly Alexander @ItsKDL

Be Transparent Sharing all available information is essential.

If you have information, share it. Even if you feel there's nothing new, impressive, or enlightening to share, share it, anyone.

People want to know what's happening, especially if the issue is around safety, criminal activity, or other vital matters. If you can't disclose information to preserve the integrity of an investigation – say that. If an investigation is ongoing, but there are no new developments, say that too.

Communicate with stakeholders and the media Be sure to use the most effective tools at your disposal to communicate quickly, often, and accurately with your community of stakeholders (students, staff, faculty, parents, allies, key influencers). Actively engage with the media to keep them informed. Consider holding a press conference or meeting with reporters or distribution of a statement to the media all at once to help cut down on a lot of individual requests for interviews. A press conference could allow for questions and again cut down on the amount of time you might spend responding to individual media inquiries Show Empathy Remember that your school/institution is looking for

strong leadership to help them through a crisis. That includes showing empathy.

If people don't feel that you care about the crisis; they won't believe you are going to act either. Your reputation can flourish or drown based on the actions you take during an

emergency.

Show Action and Accountability It is crucial to report out to your school/institutional community and follow up on any commitments you made or action items that resulted from this crisis. Often students, parents, or staff will produce a clear list or vision of what they expect or want (sometimes done following a crisis. Administrators and leaders may have also made some statements or promises of next steps, changes or new policies/procedures that will happen. It is important to report out on any expected actions which show you are accepting responsibility and willing to be held accountable.

Living Education Everyday

7 Questions with Baltimore Corps on Social Innovation

By Forest Of The Rain Productions

FOTRP: Tell us about Baltimore Corps. How did it start? Please share your mission with our readers?

Baltimore Corps: Baltimore Corps was founded in 2013 around the core belief that talented individuals could tackle a post-industrial city’s biggest challenges and grow its next generation of leaders. Baltimore Corps’ mission is to enlist talent to accelerate social innovation in Baltimore and advance a citywide agenda for equity and racial justice.

FOTRP: In your mission statement it reads, “To enlist talent to accelerate social innovation…” How are you defining talent and social innovation?

How are you using the talent to accelerate the innovation?

Baltimore Corps: Talent involves all those interested in using their vocation to

Advance social change. Baltimore Corps seeks to serve the full range of talent, from its Fellowship program (early career) to Place for Purpose (mid- to senior-level career) and Elevation Awards (community leaders pursuing community solutions outside of an established institution/organization) Our greatest and most persistent challenges have been caused by people—they can and will be solved by people. This is why Baltimore Corps focuses on talent to accelerate social innovation - defined as “a novel solution to a social problem that is more effective, efficient, sustainable, or just than existing solutions and for which the value created accrues primarily to society as a whole rather than private individuals.” (https://ssir.org/articles /entry/rediscovering_s ocial_innovation) .

FOTRP: Why Baltimore? What factors suggest Baltimore is the place where focusing on social innovation could change the lives of the residents of Baltimore?

Baltimore Corps: Baltimore has many nicknames, from “Charm City” to the “City that Reads” and many others along the way. For those of us at Baltimore Corps, we say “Baltimore is the best place in the world to change the world.”

Baltimore has challenges, but with a population ready to tackle those challenges, strong academic institutions, and any number of other factors, Baltimore is ripe for social innovation and has the potential to emerge as a city at the forefront of dismantling systems of oppression.

We understand that this will not happen without a clear focus on the principles that lead to enduring change: by empowering those closest to the problems facing our communities, shifting how we deploy resources, and remembering that positive impact requires collaboration

at all levels, we are well on our way to making this a reality.

FOTRP: To what extent does your Fellowship program assist in cultivating and developing talent needed to implement social innovation? Can you share a little about some emerging leaders you are really excited about and what they will be able to do to help residents of Baltimore?

Baltimore Corps: Our Fellowship program assists in cultivating and developing talent by providing a cohort experience that provides one-on-one support, community engagement, leadership development, and facilitated learning communities around racial justice and equity. With 42 Fellows spread throughout the city, working in nonprofits, government agencies, and foundations in a wide variety of roles spanning communications, community organizing, data analysis, project management, and more, it’s impossible to select a few.

Some other emerging leaders in our network include our Elevation Awardees - 12 community leaders selected from more than 200 applicants to pursue their own community solutions.

With the support of Baltimore Corps, these awardees will work over the next nine months to pursue their ideas, including youth empowerment; services for those returning to society after incarceration; town-andgown relations; mental and emotional well-being services for activists and changemakers of color; education support; a culinary incubator owned and operated by refugee and immigrant women; postpartum doula support; and an economic, environmental, and social justice initiative to address the issue of blight. (http://baltimorecorps.org/elev ation-awards)

FOTRP: Does Baltimore Corps partner with other organizations in Baltimore currently doing some of the social justice work?

Baltimore Corps: Absolutely! This is the essence of how Baltimore Corps advances equity and racial justice - by radically collaborating with other organizations to put the interests of Baltimore and her people ahead of the interests of any given organization; by matching talent to opportunity at organizations committed to Baltimore Corps’ values; and my supporting the efforts of community leaders with community solutions. To this end, Baltimore Corps is more of a network powered by an organization.

FOTRP: What are some of the areas where you see an immediate need for social innovation?

Baltimore Corps: Given the systemic nature of historic and current oppression and inequities, social innovation is needed in all sectors.

That being said, our primary focus lies in the areas of health, safety, education, and opportunity.

FOTRP: Are there any events you would like readers to know about?

And if readers would like to donate to Baltimore Corps, how can they contribute?

Baltimore Corps: People can donate online at baltimorecorps.org/donate or by sending checks to PO Box 67348, Baltimore, MD 21215. Among other things, funds go to support Baltimore Corps’ Equity Fund, which helps support community leaders with community solutions, as well as organizations who could benefit from a Fellow but not otherwise be able to host one.

Social Justice: Creating a Culture of Equity in Postsecondary Settings Dr. Solomon Tention Introduction Traditional and non-traditional four year and community college institutions across the country are focusing on diversifying the student body in efforts to promote enrollment growth to help offset budget cuts to higher education. Institutions are not only diversifying the student population by ethnic status, but are also developing innovate online and hybrid degree programs to accommodate the 21st century adult learner. However, at the same rate, institutions are not addressing social justice issues that reside within their institutions, thus impacting student success outcomes of their respective student population. According to a USA Today News Article by Williams (2014), higher education experts are now questioning whether or not colleges are doing enough to prepare for the student body demographic shift at a time when the nation is focusing on employing a more educated workforce. This article provides readers with some insight into the changing student population, a conceptual framework for understanding social justice in higher education, key initiatives that institutions should engage in to promote social justice and inclusion, and recommendations for future scholarship.

Changing Student Population The United States is evolving rapidly. According to the 2000 Census, the United States population was approximately 281 million (Swail,nd). The 2010 Census reported approximately 308.7 million people in the United States, a total 9.7 percent increase from the Census 2000 population (Mackun and Wilson, 2011).

Changes in the characteristics of the U.S. population will have lasting implications for higher education (Swail, nd). According to Williams (2014), students who are seeking higher education today are less likely to be white or male, and more likely to be a first-generation college student and or Hispanic. Williams (2014) also indicates that the demographic shift also means changes for colleges. The author suggests that restructuring admission requirements, boosting financial aid, and providing more remediation may be some of the initiatives colleges can implement to help students from underserved communities be successful.

What is Social Justice?

According to Nelson, Creagh, and Clarke (2012), social justice can be defined through and organization’s efforts to promote the expression of human rights, fairness, and Continue on page 68

Considering English Learners for Special Education Cristina Rodriguez Chen @tampagirl70 Abstract Over the past 30 years, there have been significant demographic shifts in education. In addition, data from the U.S. Department of Education (US DOE) reports “minority students” are becoming the majority in public schools. There has been a great flood of students who are English learners (ELs) are entering the public-school system. With this influx of students come questions regarding how to effectively teach these students. The primary focus of public education is to provide effective instructional services to match the needs of all learners.

Teachers must be prepared to meet the ELs where they are academically and bring them to a level of being able to perform at grade level in English. There are many factors, which impede a ELs ability to achieve grade level skills. Such factors include effective instructional services, shifts in demographics, as well as the unique attributes of English learners. This paper focuses on providing an overview of these factors, as well as a discussion of options to improve teacher preparedness in instructing English learners.

In 2016, the United States Department of Education disseminated its annual report titled The Condition of Education (Kena, Hussa, McFarland, de Brey, MusuGillette, Wang, Zhang, Rathbun, Wilkinson-Flicker, Diliberti, Barmer, Bullock Mann and Dunlop Velez (2016). This report reveals the demographics of the school-age population, how they are identified and served in special education, and information regarding who is teaching them. This report offers several truths regarding the state of education. U.S. public schools are more racially, ethnically, and linguistically diverse than ever.

This demographic shift is expected to continue (Kena et al., 2016).

a second language, poverty, and acculturation create significant barriers for s to acquire academic skills adequately. Also, the compounding effects of second language acquisition, poverty, and lack of acculturation increase the likelihood that the EL is placed in special education (Tam, Howard & Heng, 2006). Often, the learning difficulties faced by ELs are related to learning a second language and not a learning disability (Stein, 2011).

ELs are the fastest growing demographic population public schools. The U.S. Census predicts these students will make up approximately of the 40% school-age population by the 2030’s (Kena et al., 2016). Currently, many schools in the United States are under-educating this group. The achievement gap between the average native English speaker and students who started school with little or no proficiency in English is quite large. For every year of academic progress that a native English speaker makes, it may take an English learner approximately 1 ½ years to make the same educational achievement (Collier & Thomas, 2009).

ELs have one of the highest-grade retention and dropout rates of all ethnic groups. Also, other factors, including societal and systemic changes, build these students’ learning experiences (Sullivan, 2011). The lack of proper instructional support for this population results in undesirable outcomes for these students. These adverse effects include but are not limited to behavioral misconduct, low student participation, grade retention, high dropout rate, as well as inappropriate referrals to special education (Sullivan, 2011).

Characteristics of English Learners

Each year in the U.S. school districts face the challenge of enrolling an increasing number of English learners (ELs).

Many of these children will have to work twice as hard as their native English-speaking peers in their classes (SotoHinnman, 2010). Factors such as learning

The development of second language acquisition takes time. The time it takes to acquire a second language may cause significant misunderstandings regarding the educational needs of Els Continue on page 69

Couple Introduces Specialty Retail to

Historic Baltimore Neighborhood Mondo Deco, an independent boutique in Baltimore’s historic Waverly neighborhood, occupies a 100-year-old storefront painted in bright hues of blue, green and red. Founded in one year ago by Leigh Kramer and her husband Jesús Rivera, the shop is an eclectic mix of fine art, gifts and home decor.

Open Friday through Sunday, this venture is a rewarding and challenging addition to the couple’s already busy lives.

Ms. Kramer, a mosaic artist, creates unique pieces for walls and tabletops. She and some of her consignors also display upcycled and re-decorated furniture.

Customers in Waverly, Oakenshawe, and other nearby neighborhoods have enthusiastically received the diverse selection of products and the colorful, welcoming ambiance. "Our mission," says Ms. Kramer, "is to be a delightful spot for our customers to pick up a perfect gift or find that personal touch that they're seeking for their home."

Placed throughout the shop is a carefully chosen selection of imported merchandise from Guatemala, Vietnam, Turkey, Indonesia and other countries. "As much as possible, the inventory we import such as the ceramics, textiles, and metal decorative objects are fair trade items," says Kramer. "Other offerings are

Many of the store’s offerings are created by local Baltimore artists. Handmade items include decorative accessories like wall hangings and origami boxes, and functional goods like handmade sachets, aprons and pillows.

handmade

Baltimore Historic

consulting services beginning January 2018.

Waverly was once the home of Baltimore’s Memorial Stadium. In 2013, the Waverly Main Street was designated a National Historic District. Ms. Kramer and her husband hope their pioneering shop adds a breath of fresh air to the shopping district.

Mondo Deco is at 3433 Greenmount Avenue in Baltimore. Their holiday hours for 2017 are Friday 12-5, Saturday 10-5 and Sunday 12-5. There is free street parking in the vicinity and an MTA stop in front of the shop. To learn more, visit www.shopmondodeco.com .

Neighborhood

RECRUITING AND RETENTION: It’s Everyone’s Job Dr. Stashia L. Emanuel The college experience is one that is anticipated before one actually enrolls. Before children are born, families are discussing on which college or university the child will attend. As the child enters their formative years, chatter continues but once the high school years approach, the conversation intensifies.

What was once a dream is now quickly becoming a reality. Websites are being viewed, inquiries are being made, applications are being completed and campus tours are now being requested. All of the above mentioned are a part of the recruitment process unbeknownst to the masses. Many believe the “official” campus tour begins the process but for those who are familiar with the student recruitment strategy process in higher education and care to define the analytics of it, the student recruitment process is defined by more than merely brochures and handouts.

The office responsible for recruitment, better known as Enrollment Management, has become one of the most visible offices on campus. Though visible in many ways and for many reasons, there seems to be a serious disconnect between the office of Enrollment Management, Students Services, Academics and the Administration. This disconnect not only impedes upon the institution as challenges continue to emerge but the students’ matriculation process as well. These offices that comprise the basic umbrella of any university must realize that the recruitment process plus student satisfaction equates to student retention. Universities and colleges want bragging rights on which campus has the biggest student body, how many clubs and organizations are available, how exquisite the dormitories are but the real challenge for institutions becomes when the students arrive and the deliverables are not met, especially for students of color. When the sales pitch is going forth during the recruitment process, the

university or college has every department, office, and hired personnel to assist students of color but once enrollment actually takes place those resources become a mere figment of the students imagination. Great strides and promises were made to ensure that students would select a particular institution, but the bare minimum is provided to ensure that the students moves from access to success. For example in the state of North Carolina, African-Americans graduate at a rate of 28% while their white counterparts graduate at a rate of 50% (Kolodner, 2016). The success gap of 22 points suggest that students of color did not thrive and consequently were not able to complete the degree process as effectively as white students therefore, widening the graduation gap of black and white students. The gap continues to widen as other students of color such as Latinos in the state of New York are 21% of the graduation population and whites are 48%, a gap of 27 points (Kolodner, 2016). Again, the problem does not commence with what was said to the students because clearly the recruiting process worked, and students of color were admitted to the institution. The problem evolved when the students arrived on campus and what was presented to them may not have been what was actually present hence hindering a successful matriculation progression and degree completion. Retention and graduation rates are a significant way that the university’s effectiveness and success are elevated. Whatever the reason for non- completion, most researchers agree that a successful intervention effort must involve a comprehensive plan in which all areas of the campus work together to improve and enhance the students overall educational experiences (Kuh et al., 2007). In these ever-changing times, institutions of higher learning must not only attract and recruit the capable and the talented but retain and graduate these same students based on the current regulations, decrees and guidelines that govern universities and colleges.

The 21st century continues to evolve and so do the accrediting and governmental agencies that guide them. The practice of student recruitment has changed considerably over the last decade.

Higher education entities throughout the world are facing multiple expectations as to how they should respond to a rapidly changing environment (Frolich & Stensaker, 2010). No longer are universities and colleges judged on how many application or new students are enrolled but rather on how many students they graduate. This outcome-based funding formula is sweeping the nation and the focus once placed on the front door has now been shifted to the back door. Students can only graduate if they are retained, which has presented a major problem at various universities and colleges throughout the Unties States. Students and their families put their trust and more importantly their money into the institutions of higher learning and expect more of a commitment from them. Frankly, if faculty, staff and administration were as dedicated to retaining students as they were in getting them to attend the institution, the graduation rates would be on a steady incline rather than the time of matriculation being extended to what is now known as the six-year plan. While there is not one single factor that delays graduation or hinders retention, students’ satisfaction is multi-dimensional and dependent on consistency and equitable manner. Student retention is a web of interconnected experiences which overlap and influence student satisfaction (Elliott & Healy, 2001). For the record, students leave the college or university not because of the academic programming but because they are less satisfied with the support services such as advising, career counseling, financial aid, housing services, and the overall expectation of the campus as a whole. Universities and colleges must consistently be attentive that recruitment and retention is not just a job or duty of one department but it is the university as a whole that must take a vested interest in it. In essence, recruitment and retention are linked to more than just academics and must be viewed as equally important as an accreditation visit or a memo from the president of the institution.

In summary, recruitment strategies address the dimensions of a student’s experience that have the highest perceived importance to students while retention strategies tend to emphasis on

how best to keep current students satisfied and returning year-after-year. No matter how different these two strategies may seem, they are certainly interrelated. Families and students, of every race and color, expectations are not to just get accepted to college but to graduate as well. It is imperative that there is a holistic approach to both recruitment as well as retention. Isolating just one area of the college experience will not only create division amongst the university units so that it does not function as one cohesive organization, but it will also diminish the student’s chances of achieving a goal that was anticipated to be accomplished by so many and most importantly, one’s self.

References Elliott, K.M., & Healy, M.A. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention, Journal of Marketing for Higher EducaEducation, 10 (4), p. 1-11.

Frolich, N & Stensaker, B. (2010). Student recruitment strategies in higher education: promoting excellence and diversity? International Journal of Educational Management, 24 (4), p. 359370.

Kolodner, M. (2016). College degree gap grows wider between whites, Blacks and Latinos. Retrieved October 18, 2017 from http://hecingerreport.org/25368-2/ Kuh, G.D., Kinzie, J., Cruce, T., Shoup, R., & Gonyea, R.M. (2007). Connecting the dots: Multifaceted analyses of the relationships between student engagement results from the NSSE and the institutional policies and conditions that foster student success.

Final report to Lumina Foundation for Education.

Bloomington, IN: Indiana University Center for Postsecondary Research. Retrieved October 18, 2017 from http://nsse.iub.edu/pdf/Connecting_the_Dots_Report.p df

Men Make A Difference Day 2017

Social Justice: Creating a Culture continued from page 61

Shahjahan, and Osei-Kofi, (2010) suggests that “social justice in higher education ―requires a multi-faceted, holistic, and contextual approach to understanding the concept of social justice in a broader sense” (p. 269) and in addition: “In light of the questions we raise, what we are certain of is that higher education must deliberately move toward advancing a social justice agenda comprised of more theoretical scholarship and data driven research, grounded in social justice that can inform policies, practices, and decisions that influence postsecondary institutions” (p.276).

Social Justice Initiatives

enrollment, and academic affairs. Some recommended project initiatives include the create of a Diversity and inclusion committee, whose mission is to develop polices, programming, partnerships, and other initiatives that promote an inclusive and safe campus environment for all students, faculty, and staff.

Institutions should also focus on diversity and inclusion in its Social Media, Marketing, and Communications Plan. Some guiding social justice/inclusion questions….Are diverse images of the student body being showcased in all publications, college commercials, etc.? Does the plan include highlighting students, faculty, and staff from diverse backgrounds?

Are the some of the college’s publications and webpage content provided in some of the prevalent languages of the student population?

International Students Classroom Instruction International students traditionally arrive on campus with variety of student support related issues that impact student success. One of the first initiatives regarding international students and eliminating language barriers, involve institutions developing credit or non-credit ESL (English Second Language) classes. These classes could either be provided to the student through an online learning management system and during a period before the fall and spring summer, and or offered throughout the semester. Secondly, international students are not traditional provided opportunities to obtain employment through the Federal Student Worker program, thus college specific advancement departments should work to develop and fund international student focused scholarships.

Institutions should also focus on promoting social justice and inclusion within classroom instruction. Some recommendations include inserting the college’s diversity statement on the syllabus, including information about the college’s Disability Services office and accommodations. Finally, an additional recommendation for faculty members is to include materials written or created by individuals from different cultures, backgrounds, and perspectives. This practice not only promotes equity in instruction, but allows students to better connect to the content, making the course more culturally relevant, thus having a positive impact on student success outcomes.

Conclusion & Future Scholarship

Campus Engagement Institutions that provide Safe Zone Training not only inform the college community about issues related to the LGBTQ (Lesbian, Gay, Bi-Sexual, Transgender, Queer) student population, but also create a space to cultivate LGTBQ allies, giving students from that population access to faculty and staff who support and or knowledge about issues related to them.

Engagement of the LGBTQ college community also cultivates a variety of student focused programming initiatives that help students connect to the institution, thus impacting student success outcomes.

Diversity and inclusion programming should be developed college wide within student affairs,

To accommodate the rapid student demographic changes in higher education, administrators must begin to develop strategic plans to address social justice and equity amongst their campuses. This new ideology shifts institutions from being solely student “centered” to also becoming more student “ready”. Future scholarship should focus on exploring how social justice and equity focused initiatives should be developed and implemented through the variety of post-secondary education types that currently exist, i.e. four-year, twoyear community colleges, HBCUs (Historically Black Colleges and Universities), and regionally accredited for-profit institutions. Each of these institutions have varied challenges with the student populations of which they serve, thus further research provides leaders from Continue on page 70

English Learners for Special Ed continued from page 62

(Dykes, Proctor, Moon, Gardner, & Pethick, 2013).

Distinguishing between the typical characteristics of second language acquisition and moderating effects of learning disabilities can be quite confusing for many educators. One reason for this confusion is that ELs typically appear to be proficient in the conversational aspects of English, the basic interpersonal communication skills (BICS) long before they reach the cognitive academic language proficiency (CALP) (Collier & Thomas, 2009).

When difficulties with learning first appear, teachers may prematurely suggest that an EL is evaluated for special education. The idea of a small group setting, with individualized support, may seem like the appropriate solution to the student’s difficulties. Many educators with little understanding of cultural and linguistic differences, especially those new to the profession, prematurely conclude that an EL student has a disability (Stein, 2011). This confusion regarding the general characteristics of ELs results in an increased number of referrals to special education. It is common for attributes of s to be confused with characteristics of students with disabilities.

Distinguishing between language differences and true learning disabilities may be difficult to tease out.

foundational academic skills acquire those skills promptly. This ensures that these students will be successful on grade level academic tasks (Thompson, 2010).

The use of an RtI process may reduce the number of referrals to special education for s. Also, the RtI may reduce the achievement gap for these students (IDEA, 2004). RtI is designed to provide all students with behavioral and educational supports. The RtI process can be used to distinguish between weak instructional practices and a student’s learning disability, thereby removing the blame from the students for their academic failures and placing the responsibility for learning on the learning environment (Gerzel-Short & Wilkins, 2009).

Evaluation Practitioners

The issue of misrepresentation of ELs students in special education has existed in the literature for over 40 years. Disproportionality not only exists in the identification of ELs in special education, but it also exists in identification decisions, academic performance, disciplinary consequences, and dismissal from special education (Sullivan, 2011). The problem of over-identification of ELs still appears to be a problem in special education today (Thompson, 2010).

Once an EL is referred for a special education evaluation, at that point, t is the responsibility of the assessment practitioners to ensure that all factors impacting student learning have been considered. This requires that evaluators have a deep understanding of factors influencing academic achievement. Also, evaluators must not only consider quantitative data but should review the student’s learning ecology as well. If the preponderance of evidence reveals that the student’s learning difficulties are primarily due to environmental or other external factors, then it would be difficult to identify the student with a learning disability.

Evaluators must be diligent in reviewing all educational data, including conducting a chronology of the student’s educational history. Without consideration of all years of schooling, the quality of education the student has received, attendance, grades over time, health issues, as well as other areas related to the educational environment, we have not done our due diligence to identify EL for special education appropriately.

Response to Intervention

Conclusion

RtI may bring the promise of equity in education and may assist schools in providing appropriate instructional strategies for all students. One of the primary goals of education is to match instructional services to meet the needs of all students. To accomplish this task processes and procedures must be put into places that follow a path to appropriate academic instruction. RtI is a framework for implementing a school-wide prevention model. Also, Rti is also used as means of identifying students with LD. When considered a preventative model, the purpose of RtI is to make sure that students without the necessary

The shift in the demographics of the school-age population has changed dramatically in the past 30 years. U.S. public schools are more racially, ethnically, and linguistically diverse than ever. This demographic change is expected to continue (Kena et al., 2016).

In addition to teacher and staff training, school districts need to effectively implement an RtI process. RtI can be implemented both for academic as well as for behavioral purposes. This process should serve as a prevention method. This type of intervention model may also serve to educate ELs effectively. In all areas of education, the primary goal is to provide effective instructional services

Misrepresentation of English Learners in Special Education

to suit the needs of all learners. This goal requires procedures that change from clear diagnosis to appropriate instructional strategies for all learners. Also, school assessment staff must become experts at distinguishing between characteristics of second language learners and learning disabilities . Behaviors which may appear to be a disorder may just be part of the student’s cultural makeup or background.

Once evaluation staff has an accurate understanding of cultural differences, the issue of over-identification or misrepresentation may be halted.

Diagnosticians’ Association, 42(1), 5-14.

Sullivan, A. L. (2011, spring). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334.

Tam, K. B., Heward, W. L., & Heng, M. A. (2006). A reading instruction intervention program for English language learners who are struggling readers.

Thompson, S. L. (2010). Response to instruction, English language learners and disproportionate representation: The role of assessment. Psciothema, 22(4), 970-974

References Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, New Mexico: Fuente Press.

U.S. Department of Education. (2004). Twenty-sixth annual report to Congress on the implementation of the individuals with disabilities education act [Policy brief]. Washington, DC: U.S. Government Printing Office.

Individuals with disabilities education improvement act [Policy brief]. (2004). Retrieved from U.S. Department of Education: http://idea.ed.gov/

United States Department of Education. (2016). The condition of education [Annual report]. Retrieved from nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012045

Gerzel-Short, L., & Wilkins, E. (2009). Response to Intervention: Helping All Students Learn. Kappa Delta Pi Record, 45(3), 106-110. doi:10.1080/00228958.2009.10517298 Kena, G., Hussar W., McFarland J., de Brey C., MusuGillette, L., Wang, X., Zhang, J., Rathbun, A., WilkinsonFlicker, S., Diliberti M., Barmer, A., Bullock Mann, F., and Dunlop Velez, E. (2016). The condition of education 2016 (NCES 2016-144). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch Response to intervention: policy considerations and implementation [Educational standards]. (2005). Retrieved from www.nasdse.org.

Robertson, J. S., & Singleton, J. D. (2010). Comparison of traditional versus alternative preparation of special education teachers. Teacher Education and Special Education, 33(3), 213-224.

Soto-Hinnman, I. (2010, August). ELL shadowing: strengthening pedagogy and practice with pre-service and inservice teachers. Research in Higher Education Journal, 8, 111.

Stein, J. C. (2011, spring). The case for collaboration: integrating information on English language learners and special education teacher preparation programs.

Multi-Cultural Education, 35-40.

Stephens, T. L., Dykes, F., Proctor, C., Moon, G., Gardner, R. L., & Pethick, L. (2013, spring). Ruling out exclusionary fa (RTI) model. Journal of the Texas Educational ctors through the utilization of a response to intervention

Social Justice: Creating a Culture continued from page 68

initiatives with more pointed guidance. Engaging in these types of social justice and equity practices not only promote student success outcomes college wide, but also ensure the long-term success and sustainability of the institution.

References Makun, Paul., Wilson, Steven. Population Distribution and Change: 2000-2010. 2010 Census Briefs. Retrieved From: https://www.census.gov/prod/cen2010/briefs/c2010br-01.pdf

Nelson, K., Creagh, T., Clarke, J. (2012). Social Justice and Equity Issues in the Higher Education Context. Literature Analysis and Synthesis: Development of a Set of Social Justice Principles. Retrieved From: http://safeguardingstudentlearning.net/wpcontent/uploads/2012/05/OLT_MSLE_Project-LiteratureAnalysis_June12draft3.pdf Patton, L., Shahjahan, R., & Osei-Kofi, N. (2010).

Introduction to the emergent approaches to diversity and social justice in higher education. Special issue. Equity & Excellence in Education, 43(3), 265-278. doi: 10.1080/10665684.2010.496692 Swail, Watson. (n.d). Higher Education and the New Demographics: Questions for Policy. Retrieved Continue on page 73

Men Make A Difference Day 2017

Advice for PhD Newbies Dr. Lyn Walden Please understand, a PhD study is the top, the ultimate, the pièce de rÊsistance. Every submission (even your first one) must be your best work, or your chair will get frustrated with you and not think you are serious. You must take the APA manual and your dissertation manual, checklist, and any other pamphlet the university has to offer and read each one each over and over. (I suggest you try to memorize the checklist and the major points of the APA manual.) You must check each section and each possible APA issue before each submission. In every submission, a dissertation or proposal must be as close to perfection as is humanly possible. Never, ever, ever turn in a rushed or poorly written paper. This would show you are not a professional, and you disrespect your chair or committee member.

The dissertation is certainly not like any other research assignment you have ever written. Think of it this way--the dissertation is a journey; a research assignment is a sprint. Numerous rejections are simply part of the process. Expect numerous submissions, or frustration could get the better of you. However, make certain you are not getting rejected for foolish grammatical or APA errors. When you are rejected, make certain you are getting some feedback from your chair/committee member to soften the blow.

Please understand, the dissertation is undeniably the most exhausting and frustrating piece of academic work any person ever does in his or her life. It must be perfect to pass all the different reviewers, committee members, professors, and the dean. There is absolutely no wiggle room; it must be done as they say and without flaws or it will be rejected. It is not so much a test of intelligence (you have shown that part to get as far as you have), it is a test of compliance, patience, diligence, and meticulous attention to detail. It cannot be hurried or rushed. Every single section must be done with exactitude, with every single point checked off on the rubric or checklist, and every comment by a chair or committee member addressed. Just one incorrectly done or rushed section or ignored comment can cause the entire dissertation to be rejected or harsher treatment will be handed down in the next review.

Grammar and punctuation must be as close to perfect as is humanly possible. Never submit a draft without running your paper through Grammarly.com or something comparable, even if you hire an editor.

The benefits will be two-fold: It will show you problems in your writing to help you become a better writer, and it will force you to spend more time thinking about the wording of your paper. Another reason to do this is (I assume) you want to be a professor, journal author, and/or chair/mentor yourself one day. How can you attain this goal if you do not understand the mechanics of APA and writing? Finally, get a trusted colleague or friend to read each submission to make certain your paper makes sense and flows

Do not “wrap your tongue around a telephone pole” in your dissertation. For goodness sake, make the thing readable. (Get a subscription to WordRake to help you remove unnecessary, superfluous words until this comes naturally to you: http://www.wordrake.com/).

Take every course available that will help you understand the statistics you will be using in your study.

(Remember, you must defend your study—twice!) If none are offered, watch as many YouTube videos as possible regarding your methodology and design. (You can get YouTube on your TV through Amazon Prime.)

YouTube is also an incredible source for almost any section of your dissertation.

Keep track of your references. You must account for each one you use in your paper. In more than 30 years as an editor, I have only had two clients who had all their references: both men and both accountants. Almost all my editing clients tell me they think their references are in good shape—yeah…. Most are missing about one-third to one-half or more of their references.

(Speaking of references, remember, every statement of fact in your dissertation must be backed by a current [published within 5 years of the date you graduate], peer-reviewed journal source.)

Be humble. You will be as much of a PhD with a 100page finished dissertation as you will be with a 300page dissertation. This is not the time to cure cancer.

Just get it done. If your chair does not like your cherished study idea, change it. (I had to change my study three times in my last PhD journey.) In addition, do not try to write a study that is personal to you. Just get it done. Save the personal study for after you have the degree. Just get the thing done!

Remember, three words in a row that you “borrowed” from any source is deemed plagiarism. If caught, you are out—do not pass Go, do not collect $200. Watch tables, charts, and graphs as well. University deans take this seriously. When in doubt, cut and paste the phrase in Google and check.

Mention your PhD journey to friends, family, coworkers and bosses (especially), and significant others as little as possible. One, mentioning it will make you look like a braggart. Two, after a while, you will look like a bore. Three, god forbid, if you dropout (check the rates; this could happen), you will look like an idiot.

Talk to fellow PhD candidates, they know the misery.

They understand; no one else could ever understand why anyone would actually pay big money for this

torture.

Do not feel sorry for yourself. Yes, your chair/committee member/coach/URR member/etc. will rip your beloved paper to shreds on a constant basis.

Just consider the PhD journey a fraternity, and every fraternity has hazing. Be certain to thank whoever tore your paper to shreds for the “beating” (the hazing) and assure him or her that you will be back again tomorrow for your daily beating. This ripping to shreds is just part of the process. I have been royally beat up too many times to count. Yes, I actually cried out in the busy hallway of a huge university many years ago over the difference between a MANOVA and an ANOVA. I am certain Dr. Granoff has been royally hazed as well. All my best friends have been hazed. Put on your big girl panties and enjoy the journey, hazing and all. The rewards are well worth the hazing.

Finally, ask for help when necessary. Dr. Granoff and I are here for you. Just ask!!

Good luck and happy writing. Dr. Lyn at drlynw@gmail.com Social Justice: Creating a Culture continued from page 70

http://www.educationalpolicy.org/pdf/higherED_demograph ics02.pdf Williams, Joseph. (2014). The College of Tomorrow: The Changing Demographics of the Student Body.

USA News. Retrieved From: https://www.usnews.com/news/college-oftomorrow/articles/2014/09/22/college-of-tomorrow-thechanging-demographics-of-the-student-body

Living Education Everyday

To schedule Michel Davis Robinson or Dr. Michael Robinson for your educational events email: forestoftherain@gmail.com.

Follow us: Twitter: @anaturalbridge Facebook: Forest Of The Rain Productions Twitter: @DrMikeRobinson Mail us: Forest Of The Rain Productions P.O. Box 12 Savage, Maryland 20763 Forest Of The Rain Productions is an Educational Affairs Organization