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Connections with Juvenile Delinquency, Special Ed. and CRT
- 1. CONNECTIONS BETWEEN JUVENILE DELINQUENCY, SPECIAL EDUCATION PLACEMENT, AND CULTURALLY RESPONSIVE TEACHING SHANNON MCFADDEN, MS WALDEN UNIVERSITY APRIL 20, 2018
- 2. WHAT IS CULTURE? A SET OF BELIEFS, RELIGION, SOCIAL NORMS OF A GROUP OF PEOPLE.
- 3. ARE PEOPLE WITHIN A CULTURE THE SAME? WITHIN THE BLACK COMMUNITY, THE CULTURE IS AS DIVERSE AS OUR HAIR TEXTURE, OUR COMPLEXIONS, AND FACIAL FEATURES. LESSONS SHOULD BE CATERED TO THE SPECIFIC SUBCULTURE, NOT THE MAINSTREAM CONCEPT OF RACE.
- 4. STUDENT DEMOGRAPHICS BALTIMORE CITY SCHOOLS 55% LOW INCOME 80% AFRICAN AMERICAN 14% SPECIAL EDUCATION JUVENILE DETENTION 94% AFRICAN AMERICAN YOUTH OF COLOR ARE OVER- REPRESENTED MOST ARE FROM LOW-INCOME AREAS
- 5. BIRDS OF A FEATHER… SEVERAL THEORIES EXIST, ADDRESSING THE ACQUISITION OF DELINQUENT BEHAVIORS IN CHILDREN. FOR THE PURPOSES OF THIS PRESENTATION, THE CONCENTRIC HYPOTHESIS AND THE SOCIAL LEARNING THEORY.
- 6. THEORIES OF DELINQUENT BEHAVIOR CONCENTRIC ZONE HYPOTHESIS • AREAS WITH HIGHER CONCENTRATIONS OF JUVENILE DELINQUENCY • HIGHER POPULATION, PER CAPITA • LIMITED RESOURCES • AREAS WITH HIGH TRANSIENT POPULATION SOCIAL LEARNING THEORY • CHILDREN LEARN DELINQUENT BEHAVIORS FROM ONE ANOTHER • DELINQUENT BEHAVIORS ARE REWARDED • BEHAVIORS COULD BE LEARNED IN SCHOOL • BEHAVIORS COULD BE ACQUIRED FROM ENVIRONMENT
- 7. STUDENT A: • GRADE • READING LEVEL • EDUCATIONAL PLACEMENT • HOME LIFE
- 8. STUDENT B • GRADE • READING LEVEL • EDUCATIONAL PLACEMENT • HOME LIFE
- 9. STUDENT PROFILES STUDENT A • PARENTS ARE MARRIED • MOTHER IS A “STAY AT HOME” MOM; FATHER WORKS THREE JOBS • LIVES IN SECTION 8 HOUSING, NEXT TO THE “PROJECTS” • READS AT A THIRD GRADE LEVEL IN THE SEVENTH GRADE • PLACED IN SPECIAL EDUCATION STUDENT B • FATHER IS INCARCERATED • MOTHER IS SELF-EMPLOYED • LIVES IN A WORKING CLASS NEIGHBORHOOD • READS AT A FIFTH GRADE LEVEL IN THE SEVENTH GRADE • PLACED IN SPECIAL EDUCATION
- 10. WHO IS THE MOST LIKELY TO DEVELOP DELINQUENT BEHAVIORS IN THE CLASSROOM?
- 11. SPECIAL EDUCATION TO JUVENILE DELINQUENCY: THE “NOT-SO” BIG LEAP BASED ON WHAT WE KNOW OF BEHAVIOR, IT IS NOT HARD TO CONCLUDE THAT CHILDREN WILL ACQUIRE MALADAPTIVE BEHAVIORS FROM EACH OTHER.
- 12. SUBCULTURAL THEORY OF DELINQUENCY • ALBERT COHEN DISCUSSED THE SUBCULTURAL THEORY OF DELINQUENCY IN 1955. BASED ON HIS RESEARCH, COHEN ASSERTS THAT WITHIN CULTURES, SUBCULTURES HAVE THEIR OWN SET OF BELIEFS AND VALUE SYSTEMS.
- 13. THE INTERSECTION OF CRT AND DELINQUENCY • CULTURAL RESPONSIVE TEACHING PLACES EMPHASIS ON CULTURAL REPRESENTATION IN THE LITERATURE, AND PREPARING LESSONS THAT ARE CULTURALLY APPROPRIATE. • HOWEVER, ATTENTION SHOULD BE GIVEN TO THE SUBCULTURE IN WHICH THE CHILD RESIDES. • BASED ON COHEN’S THEORY, A CHILD’S SUBCULTURE HAS A HEAVIER INFLUENCE, THAN THE CHILD’S PERCEIVED MAINSTREAM CULTURE. • CHILDREN RESIDING IN A COMMUNITY WHERE EDUCATION IS NOT VALUED, WILL NOT APPRECIATE THE IMPACT OF REPRESENTATION, IN THE SAME WAY AS A CHILD OF THE SAME ETHNICITY FROM A COMMUNITY WHERE EDUCATION IS REVERED. • THESE CHILDREN ARE TYPICALLY PLACED IN SPECIAL EDUCATION, DROP OUT, AND CONTINUE WITH DELINQUENT BEHAVIORS.
- 14. (SUB)CULTURALLY RESPONSIVE TEACHING • UNDERSTAND THE COMMUNITY SURROUNDING THE SCHOOL. • CONNECT WITH PARENTS AND COMMUNITY LEADERS. • UNDERSTAND THE CULTURE OF THE SCHOOL. • CREATE LESSONS THAT ARE DIVERSE IN NATURE: DO ACTIVITIES THAT PROMOTE CRITICAL THINKING SKILLS. • DO NOT LOWER EXPECTATIONS. • INTRODUCE RELATABLE EDUCATIONAL RESOURCES, THAT ARE AGE APPROPRIATE, AND THEN BUILD. • CREATE MORE “OUT OF CLASSROOM” EXPERIENCES.
- 15. IN CONCLUSION…..
- 16. CONTACT INFORMATION AND SOCIAL NETWORKS SHANNON MCFADDEN, MS EDUCATIONAL ADVOCATE AND BLOGGER IG: FUTUREACHIEVERSCENTER BLOG: WWW.CLASSROOMACTIVISM.BLOGSPOT.COM EMAIL: FUTUREACHIEVERSCENTERINC@GMAIL.COM
- 17. REFERENCES HTTP://WWW.BALTIMORECITYSCHOOLS.ORG/ABOUT/BY_THE_NUMBERS HTTP://REPORTCARD.MSDE.MARYLAND.GOV/DEMOGRAPHICS.ASPX?K=30AAAA CHAMPION, D. J., MERLOS, A. V., & BENEKOS, P. J. (2013). THE JUVENILE JUSTICE SYSTEM: DELINQUENCY, PROCESSING, AND THE LAW (7TH ED.). UPPER SADDLE RIVER, NJ: PEARSON PRENTICE HALL. CRAIG, W. (2011). THEORIES OF DEVELOPMENT: CONCEPTS AND APPLICATIONS (6TH ED.). NEW YORK: ROUTLEDGE. DEGRUY, J. (2005). POST TRAUMATIC SLAVE SYNDROME: AMERICA'S LEGACY OF ENDURING INJURY AND HEALING. PORTLAND, OR: JOY DEGRUY PUBLICATIONS, INC.
- 18. REFERENCES, CONT. DEMARTINO, C. H., RICE, R. E., & SALTZ, R. (2015). AN APPLIED TEST OF THE SOCIAL LEARNING THEORY OF DEVIANCE TO COLLEGE ALCOHOL USE. JOURNAL OF HEALTH COMMUNICATION, 20, 479-490. HEDGER, J. (2017). A “MOM” AND “POP” CONFINEMENT: HOW FAMILIES CAN AND MUST GET INVOLVED IN THE JUVENILE SYSTEM. CORRECTIONS TODAY, 2, 32-36. GRAVES, S. L., & YE, F. F. (2017). ARE SPECIAL EDUCATION LABELS ACCURATE FOR BLACK CHILDREN? RACIAL DIFFERENCES IN ACADEMIC TRAJECTORIES OF YOUTH DIAGNOSED WITH SPECIFIC LEARNING AND INTELLECTUAL DISABILITIES. JOURNAL OF BLACK PSYCHOLOGY, 43(2), 192-213.
Notes de l'éditeur
- Have participants describe their individual cultures. Have them start with the general, and then branch out, discussing their various subcultures.
- Have them discuss and describe their different educational environments and have each compare and contrast. Understanding how differences within a culture impact CRT. It is more than just placing a black person in front of a child.
- Discuss how over 70% of juvenile cases are in high school, juxtaposed with the 70% graduation rate of Baltimore City African American students. Lead a discussion as to what may be the underlying reason, as only 14% of children are in special education, but only 15% can read on, or above grade level.
- After they describe each student, discuss how they perceive their subcultures to differ.
- Have the participants tell why children from certain subcultures are more likely to be placed in special education, and then as they become older, the chances of delinquent behaviors and juvenile incarceration increase.
- How would an educator connect the subculture to the CRT lessons they already use.
- Discuss the two boys in the beginning. Have the participants create different narratives for each boy. And then have them discuss how the through different subcultures, the boys will do better, or worse in school. Have them point out how the disconnect between teachers and students, and nut understanding the subculture of students, creates racial disparities in juvenile delinquency and special education placement.
- Get to know the parents, the neighborhood people. Invite them in. Do not treat them as outsiders. Understand that majority of the parents care, they just feel inferior, especially with white teachers. Create neighborhood partnerships and activities, that are educational and non-educational in nature. Look at the school demographical data. Look at how many children are left to care for others. Determine how many are free and reduced lunch, and then determine how that would impact your learning. Create resources for parents. GET OUT OF THE CLASSROOM A lot of children who are below grade level are there because of lack of exposure. Keep expectations high. Just create different avenues to engage. Allow children to explore the lesson in their own way, and engage. Especially the other ones. The purpose is for them to learn and understand. The method is not always important. Instead of teaching Shakespeare by using the 1997 Romeo and Juliet, use Othello. When teaching poetry, don’t always use Langston Hughes and Nikki Giovanni. Understand that rap is prose. Movies are good for comprehension and asking questions. *Reel Talk* As stated earlier, lack of exposure causes more educational problems. It is believed that testing is more important, and parents will expose their children to certain things. Parents may not be able to take their children places. The school must provide that exposure, to introduce new things into the subculture, and therefore make teaching easier.
- Subculture is overlooked when addressing CRT. It is important to understand the culture of children… Failure to instill a separate set of values and beliefs will make CRT ineffective, as education is not valued, but delinquent behavior is. A 70% graduation rate and 70% incarceration rate don’t lie.