Understanding Interventions has three main goals:

• First, to provide new insights into teaching, learning, and training through research. 
• Second, to enhance the community that understands and utilizes the results of educational interventions, by sharing information and fostering collaborations. 
• Third, to provide training and professional development for all STEM personnel, with the goal of increasing diversity in the field. 

Nearly two decades ago, Understanding Interventions was born out of a workshop that was a collaboration between the National Research Council and the National Institute of General Medical Sciences. Its mission is to translate insights for those responsible for educating students in STEM, to equip them with the skills and resilience needed to succeed in their careers and contribute to society. UI seeks to develop strategies and offer tools that aid practitioners in serving students and accumulating knowledge. 

Currently, black, and Latino students face high dropout rates in STEM Ph.D. programs, with 46% leaving before completion and 45% taking up to seven years to finish. Understanding Interventions is working towards changing these statistics by innovating programs that educate and empower students. Patrick Valdez, of the American Association of Hispanics in Higher Education, believes that “our programs must also be innovative” to shape the next generation of innovators. 

I had the opportunity to ask Dr. Anthony DePass, one of the founders of UI, a few questions about the organization and its goals:

What was the impetus to start Understanding Interventions?

While there has been a long history of developing opportunities and programs to address broadening participation in science careers, much of this has been fueled by intuition and not necessarily by empirical research. This is not to say that research has not been conducted in this area. However much of this research is academically focused and not necessarily looking at translational implications. In other words, much of the research has not necessarily been sufficiently informed by practice and is often published in journals that practitioners do not read, and even if they were to read it the language can be impenetrable. In 2006, Clif Poodry, the former leader of the National Institutes of Health’s division for Training, Workforce Development, partnered with the National Research Council to investigate this issue. Clif joined the NIH back in the mid-1990s, and his efforts really pushed the idea of accountability where programs or the grant proposals to fund programs needed to start having mechanism by which they would set clear objectives and do the proper assessment to see if those objectives are being met. The next step that Clif from this foundation of accountability was to do work on the scholarship of interventions- moving from the “what,” to asking the “why” questions. 

The need for such an effort was demonstrated when a program set up to fund this type of work and disappointingly, many of the proposals failed to pose the kind of questions or employ the appropriate methodologies were appropriate to gain deeper understanding the interventions that were being utilized. These approaches and methodologies required deeper integration of those used in the social and behavioral sciences, while most practitioners and emerging researchers in this translational space were in the basic sciences like biology chemistry and math. The research involved the study of non-cognitive aspects and psychosocial factors that would be predictive or significantly influence decision and performance outcomes for individuals pursuing STEM and STEM-related careers.

This collaboration resulted in the formation of a committee that was Co-Chaired by me and Larry Hedges distinguished professor at Northwestern University, I was a professor at Long Island University at the time, where I ran several programs, and served as program evaluator and grant reviewer for many programs targeting diversity in STEM. At the end of the year, the work of the committee culminated in a workshop in Washington DC. That workshop brought together individuals from communities of practice and research, and it was clear that an area of research that is more translational needed to be defined, with venues set for collaboration across communities, and dissemination of this work. 

How has Understanding Interventions changed the STEM landscape for students?

Understanding Interventions stands to significantly impact the STEM landscape as it creates opportunities for many to develop deeper understanding of the components and factors that impact decision making and performance outcomes as it relates to STEM, especially from those individuals from underserved and marginalized communities. We see not only the generation of scholarship in this area, but that translation of the scholarship into interventions in the classroom and in the laboratory, as well as in other spaces where we train the next generation for the STEM workforce. It is through informed approaches related to STEM teaching, learning and engagement that we will more effectively expand diversity in our STEM pathways, as well as significantly integrate the careers that by necessity requires deeper understanding of STEM and quality training in STEM areas.

How has it helped STEM practitioners?

Understanding Interventions, through its training activities, dissemination of research, and the provision of resources facilitate informed practices leading to more productive outcomes related to broadening participation in STEM. There is significant evidence that some of what we see as positive outcomes from several programs and activities might have been through selection and cherry picking, rather than development of talent in individuals who otherwise would not be in STEM. We see Understanding Interventions and the work that comes out of the conferences the journal and the other resources in terms of access to the literature as helping to inform practitioners and inform activities so we can be much more effective not only in training individuals, but also bringing in communities that have been previously marginalized and minoritized and frankly excluded from this space.

What is the most significant challenge for students and practitioners of color in STEM careers?

Unfortunately, we have disproportionate numbers of students of color who also are from lower socioeconomic classes in this country, and many others in the world. Consequently, there are issues of access and not only to equipment and facilities but also to qualified teachers in this space. Success in STEM often means early access and early interventions. The realities would make it lacking for certain aspects of the population and as a result make it challenging for members of these minoritized and marginalized communities to successfully pursue STEM in ways that reflect their representation in the general population. 

What do you hope Understanding Interventions will accomplish in the next five years?

Understanding Interventions since 2007 has developed a strong community spanning several areas. We have not only trained emerging scholars and practitioners, but we have also curated scholarships in this area. We have launched an Understanding Interventions Journal that serves as a venue for published work in this area. We have also developed the UI Index that is a curated database of articles and other information that individuals who want to perform scholarship in this area or are practitioners who are looking to locate aggregated published work on Interventions. Our annual conferences provide venues for dissemination, and in finding and networking with colleagues in the areas of scholarship, practice, and evaluation. These opportunities facilitate collaboration and discourse. 

This year, we released UI IMPACTS (Inclusive Matching for Professional Advancement and Inclusion in Science) that serves as a public square for STEM. This is a social media platform that allows individuals in all areas of STEM at all levels to interact, find opportunities for mentoring, locate opportunities for post-secondary STEM training and adds a social context that STEM has lacked historically. Here is where individuals can network, form groups based on interests, recruit and provide relevant information to be recruited as users can develop and maintain a portfolio of the work that they have done across several media. There are also opportunities to include information on prior training, personal statements, and other information useful such that venues training and academic programs as well those for potential employment to identify potential candidates. This is especially valuable for those from minorities and marginalized communities. We are potential employers and programs have struggled with recruitment.

We see the Understanding Interventions community growing significantly over the next five years. Our last meeting had nearly 250 registrants we see that significantly increasing as we embark on broader collaborations with programs and the National Institutes of Health the National Science Foundation and many other agencies that provide funding that could leverage the information and training that understanding interventions provides.“Finding information about women in science and engineering, as well as underrepresented minorities in these fields, is not a challenge. However, it can be difficult to locate information about the intersection of both.” This statement was made by Mahlet Mesfin from the American Association for the Advancement of Science. Understanding Interventions is broadening the impact of science by bridging these gaps and igniting innovation!

The post Understanding Interventions: Broadening The Impact of Science appeared first on Getting Smart.

NAF offers challenging, career-focused programs incorporating current industry standards and practices, project-based learning, and performance-based assessment. Through relationships with industry leaders and the business community, NAF empowers instructors to broaden classroom limits by introducing students to real-world issues in high-growth industries. Students gain important workplace skills and 21st-century competencies to be college and career-ready.

The advisory boards serve as a vital link between the classroom and business. They offer full, continuing support to NAF academy personnel and students by acting as ambassadors in their networks and communities, assisting in creating exciting new work-based learning and internship possibilities. Business professionals and community leaders serve on local advisory committees to help shape talent in high school. Members of the advisory board engage with educators to inform curricula and coordinate job-based learning activities. Advisory boards help students to form ties with mentors and learn from successful adults at an early age.

Darrell Kain, NAF’s Director of Advisory Board Activation, spoke with me about work-based learning, NAF advisory boards, and their role in the NAF process.

How did your journey at NAF begin?

My passion for real world learning stems from having exciting internships at a young age. In high school I interned at a telecommunications company that focused on EMS technical systems and in college I held internships at the U.S. Army Personnel Command where I focused on information systems. I continued my professional growth by completing my bachelor’s degree in engineering management from the U.S. Military Academy at West Point and then spent five years as an Army officer where I led tactical and technical training activities. After the military, I worked in management positions in corporate America where I partnered with telecommunications and supply chain professionals and delivered professional development. My most recent career experiences have focused on building business-education partnerships at leading organizations like PLTW and NC State University and I was a volunteer on a NAF business advisory board at the Apex High School, Academy of Information Technology. I joined NAF in January 2023 as they were enhancing their services for business advisory boards and desired to better equip volunteers throughout the network. I was referred to NAF by a former NAF employee whom I had partnered with on another education-business project. 

How do NAF advisory boards work, and how many do you have nationwide?

NAF supports and partners with over 600 academies within high schools across the country and U.S. territories. We provide best practice recommendations, resources, and support for board development though each academy has the autonomy to decide the board structure that works best in their geography and local economy. There are more than 300 advisory boards at the academy, school, or district levels. At the academy level, a group of 10-12 professionals are board members each with a chairperson who leads the team’s goal-setting and planning to maximize student impact in the NAF academies. In a few major metro areas, there are career theme-based boards that focus on a specific area such as STEM, hospitality, or health science; these boards are larger and utilize a sub-committee structure to activate their work plans. Regardless of the size or structure, the board works with the academy leaders and teachers to provide students with work-based learning experiences, internships, and classroom support. The advisory board usually meets monthly or bi-monthly and implements yearly strategic plans to support the academy. 

What makes a good advisory board member?

The main quality that is important for an engaged board member is a passion for helping students prepare for their future careers. In most cases, a board member is an industry professional who has experienced success in his or her career and has the heart to volunteer their time and talent. Board members come with a variety of talents and resources, and they can either directly provide support or connect the academy with their network or their employer. The most successful boards listen to the needs and desires of the academies’ teachers and leadership and provide work-based learning opportunities that are relatable and meaningful for students. A great example of a passionate board member is Carlos Vazquez in Miami who oversees a district-wide advisory board that is focused on STEM fields. Carlos and his colleagues run an annual student conference that brings speakers and internship opportunities to over 1,800 students. 

How does the advisory board help high school students get real-world experience?

Advisory Board members work with educators to map out work-based learning opportunities each year through a strategic planning process. These activities include short experiences such as a series of informational interviews. This is where students interview industry professionals about their career paths or longer activities such as mentored industry projects or internships where students are working on authentic job-related tasks under the supervision of an employer supervisor or mentor. These activities help inform students’ career possibilities, provide opportunities for students to build their technical and future-ready skills, and make the connections they need to help them navigate their path forward. 

What have students been sharing with you about NAF?

One student shared, “Personally, getting exposed to mock interviews really opened my eyes to how the real world is. Before having a mock interview, I believed that when someone applied for a job, they immediately got it. I was completely wrong, applying is not simply just submitting a form and getting accepted right away. It is about showing who you are and what you can bring to the “table” as some would say. “

Another said, “We toured Twitter and that is where I learned more about marketing, and it intrigued me. And I already loved sports, so it became clear. Combining my budding interest in marketing with my love for sports – like soccer, hockey, and basketball – would be a great career path for myself. Because of the classes, activities, and connections to the Advisory Board, today, I am confident. I am a leader. “

A former student attended a NAF academy at Woodlawn High School in Birmingham. They shared that “NAF provided me with opportunities that allowed me to take part in the farm at Woodlawn High School and introduced me to my current employer, Jones Valley Teaching Farm. Today, as a farm & apprenticeship manager, I get to play the role that others in the NAF community played for me, helping students ignite their passion for learning.” 

NAF supports high school students’ ambitions by providing fair possibilities for a prosperous future and contributing to a creative, highly skilled, diverse workforce.

If you’re interested in learning more about NAF or joining an advisory board in your area, reach out to Darrell Kain at dkain@naf.org.

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A report by American Progress says, “Developing and implementing a clear education continuum for youth as they enter, stay in, and return home from a juvenile detention facility can make the difference between having access to opportunities and being forced to drop out of school.” One thing is evident when we think about the many problems with the criminal justice system today: too many young people do not get the help they need to do well. On any given day, close to 60,000 kids under 18 are in jail, and more than 500 are under the age of 12.

One program striving to change this risk factor for recidivism is E.A.R.N. the Right Inc. The goal of E.A.R.N. the Right, Inc., (ETR) is to empower at-risk youth and prepare them for opportunity, says Joe Sicilio, founder of ERT.

E.A.R.N. the Right, Inc. has done over 500 hours of community service by delivering the E.A.R.N. the Right workshop to the South Carolina Department of Juvenile Justice and school districts throughout the state. 

Coach Joe and the EARN the Right team believe that “success is not an entitlement – one must EARN the Right to be successful.” EARN the Right teaches adolescents communication and social skills so that they may successfully advocate for themselves throughout their lives. ERT teaches youth how to climb above their current situations and achieve their professional, educational, and personal goals. Over the last decade, EARN the Right has worked with over 1,000 young people and those who serve them.

I sat with Joe Sicilio (Coach Joe) for a Q&A about the program:

What made you start EARN the Right?  

I really do not know how to answer this. The only thing I can say is that it was put on my heart to reach out to our youth providing them with skillsets that will allow them to self-advocate in educational, workplace and community settings.

What is your main goal for the students in the program?

One of the main goals is to have them understand they are worth it, and to instill self-confidence in them so they will want to move forward in a positive manner. 

What are some of the positive outcomes of the program?

We have discovered leaders who never knew they were leaders. We have had kids open up and talk through some of their circumstances. We have discovered career paths. We have even had students go on and get their High school diploma, and GED, and even go on to higher education.

Describe the impact of EARN the Right on a particular student.

In our program, there is a lot of role-play. As we started the program at Camp Aspen one of the young men was so nervous and shaking, he would not role-play. Come to find out he was the lowest-ranking person, the other guys did not want him to participate because they would have to if he did. As the classes continued and we were able to work independently he began to open. Role-playing became easier and he led his group in an activity and was the lead presenter. We found out he loved technology, so the role play was selling me a cell phone using the skill sets learned in EARN the Right. He was then when released and went on to Tech School in the upstate.

What is your vision for the next few years?

My vision is to grow the EARN the Right organization so we can reach more of our youth. Connect with the students as they move forward to provide mentoring. Our goal is to connect them with local businesses for employment opportunities. For those who excel in the program, we want to bring them back into the loop to help facilitate the EARN the Right program.   

The post E.A.R.N. The Right: Empowering At-Risk Youth with Opportunity appeared first on Getting Smart.

Young Men United (YMU) is an evidence-based initiative that provides wrap-around services to college-ready high school students beginning in the tenth or eleventh year to develop barrier-free pathways for young Black men to achieve their academic and career goals.

YMU supports individuals as they complete high school, enter and progress through their chosen post-secondary track, and transition from their post-secondary pathway to the workforce.

Young Men United was founded in 2020 as an extension of the revitalized Milwaukee Fellows program, in collaboration with United Way Worldwide. The project boasts an 85% college graduation rate for Black males, compared to the national average of 40%. The program is presently in thirty-one pilot cities, with an emphasis on the five Core Pillars that comprise a YMU Fellow. These five fundamental pillars are as follows:

• Mentorship
• Career and Professional Development
• Scholarship Opportunities
• Internships and Job Experiences
• Civic Engagement

Whether it is technology, coaching, or a financial donation, YMU is committed to assisting our young Black men in thriving, from internships and college readiness to career certainty.

In my community, the United Way of the Midlands runs the program, which will scale up to 200 total students by the conclusion of its fifth year. The current goal is to be at 75 total students by December 2023. The effort will establish new collaborations with four local Historically Black Colleges and Universities, as well as other institutions of higher learning in the Midlands. The program’s purpose is to boost postsecondary education attainment while also improving retention and workforce development.

Dr. Jabari Bodrick, Director of Education and Resiliency at my local United Way, spoke with me about the YMU program and his hopes for its influence on young black men in my community. “Young Men United gives us another avenue to create generational change throughout the Midlands,” he said. We are excited to collaborate with school systems across the Midlands to offer young Black men with the vital support they require to create bright futures.”

Jabari received his Ph.D. in College Student Counseling and Personnel Services from the University of Georgia. He wishes for other young men to have the same opportunity he did to attend college. Jabari worked in higher education before being asked to run YMU. Jabari said, “I witnessed firsthand how difficult it is for young Black men to navigate the educational system.” He worked at the University of South Carolina, the University of Maryland, and Elon University with the athletic program. Most PWIs have less than 5% African American male students, and Jabari stated that “these young men are looking for help and support that is not readily available.” “Neither do these young men find many faculty members who look like them.” YMU will offer campus and workplace tours to provide these young men with early exposure and information. “Young men who are prepared for college and careers feel ownership and feel comfortable networking to support them in life in general,” according to Jabari. “We will provide comprehensive services, free computer software, and even family support services.”

Why should young Black males be mentored?

Why should you support programs like Young Men United?

Black mentors serve as constructive influences that may confront any negative internalized attitudes about their own race that underprivileged youngsters may have. Black male mentors give Black adolescents a revitalized sense of worth, which influences their attitude and conduct.

The Top Reasons Why Black Male Mentors Are Important:

#1: They are culturally aware.

It is well recognized that black boys face many challenges growing up, including the failure of critical structures that are designed to aid in their development. Given that Black males have a particular set of experiences growing up that frequently effects their development, it is critical that their mentors have had those experiences as well. To fully address those difficulties, they must first be recognized. Relationships between a mentor and a mentee might be prone to cultural misunderstandings and mistrust if the mentor has not dealt with these problems as a Black man. Like any other connection, a good mentorship is built on empathy and trust.

#2: They help to strengthen healthy racial identification.

While discussing race is not always easy, it eventually leads to a stronger racial identity  and emotions of connectedness within the community. Underserved adolescents who once felt isolated and misunderstood can now use the common ground they share with their mentor to increase their own self-esteem. Black mentors serve as constructive influences that may confront any negative internalized attitudes about their own race that underprivileged youngsters may have.

Black male mentors provide Black adolescents a revitalized sense of worth, which influences their attitude and conduct. Furthermore, research indicates that positive racial identification is substantially connected with higher levels of academic motivation in African American middle and high school students. When youth can define themselves in terms of their race, they feel more group pride and perform better academically.

 #3: They are critical thinkers.

Black male mentors and young Black men can have genuine interactions because they share a common understanding. By discussing the effects of race and socioeconomic class, the mentee will see how they affect their daily lives and develop a critical mind. The ability to notice and comprehend social, political, and economic oppressions is referred to as critical consciousness. With critical consciousness, we can address these challenges and take corrective action that will result in visible change for our underserved youth.

If under-served youth have the tools to discuss and understand racial and socioeconomic issues, they can position themselves to not be conquered by it. This empowerment gives young Black men the capacity to understand their strengths and have a respect for the perseverance and resilience of their community, which will then help them persevere through the challenges they  may face growing up.

#4: They help in closing opportunity gaps.

Because of the special problems that young Black men may endure, they may face disproportionate economic and social disadvantages. Over-referral for school disciplinary action and special education, as well as impediments to college enrollment and completion, can all have significant and long-term ramifications for their future earning potential. Mentoring, on the other hand, can serve as both an intervention and a networking connection to help turn those obstacles into possibilities. Black male mentors offer Black youth proactive supports to help them succeed as well as a second chance to reconnect with the critical structures that will help them realize their full potential.

The constantly supportive character of mentorship provides a secure space for young Black males to work through their issues and problems in completing crucial milestones in academic and interpersonal relationships. Mentoring lets the mentor share their personal and professional knowledge and experience, which can help young Black men get through these milestones and think about their futures more broadly. For example, to do well in the job market today, Black professionals have had to develop skills that make them independent and stand out. They can share these methods and provide crucial advice to their mentees as a Black mentor.

As a mentor, I am enthused about the potential of Young Men United. The capacity to expose these young men to job and college opportunities, as well as to empower them to make informed decisions with the help of a caring adult, has been demonstrated to be critical to their success.

The post Young Men United: Opportunity Awaits appeared first on Getting Smart.

Youth who face homelessness also face numerous educational barriers. However, when a young person loses their housing, a school can offer stability, affirmation, and hope. Community service providers are critical in connecting houseless youth to schools and providing wraparound services to improve attendance and academic success. Wraparound services are provided in my community by excellent community support programs such as Family Promise, the Alston Wilkes Society, and the United Way.

Programs

Family Promise: operates the Tomorrow’s Promise Opportunity Center, which supports students who are part of families with stability issues with enrichment activities, including athletics, music, and art.

Alston Wilkes Society: A Youth Home that services male youth aged 11-21 offers 24-hour supervised care, and individual, group, and family therapy sessions. Many of the young men attend school locally and have trade programs and technical school or college placement upon obtaining a GED or High School Diploma.

The United Way: MIRCI’S Youth Drop-in Center is an outreach center open daily from 8 am – 5 pm for showers, meals, and case management help. The program serves youth ages 17-24.

Aniyah’s Story

Steve Ware is the Founder and CEO of the Game Changers program at Rivers Edge Retreat in Columbia, South Carolina. The Retreat holds a kid’s camp that provides free or reduced lunch to underprivileged children and youth in Columbia and Lexington, South Carolina.

In the video “Eight is Enough,” Steve reflects on meeting Aniyah Strong in his summer program and asking her about who inspires her in life. As a member of his Young Future Leaders Program, Aniyah responded, “her brothers and sisters and her mother.” Steve talks about the interactions between the siblings and the level of love, respect, and discipline they all showed as students and program participants. When Steve asked Aniyah about the situation with her parents, he discovered that the family had lived in a hotel room for the last two years. Six kids living with their mom and no dad who was abusive when he was around is hard, but the Strong family perseveres. A single mom watching six kids sleep in one pull-out bed for four years is also difficult. Aniyah’s dad died tragically by suicide.

When you pull back the blinds and investigate the lives of these students, you find a lot of traumas. “The Strong family does everything they can to help themselves,” says Steve Ware, but programs like Game Changers at the Rivers Edge Retreat help these students thrive. Eight is Enough was created by a supportive wrap-around school/community-based program. The Game Changers program has since found the Strong family a three-bedroom, two-bathroom residence. The program was also able to provide furniture for the residents.

For youth to be successful, they must feel secure at home. We must continue to combat youth homelessness.

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An excerpt from the Poem “Young King” by BFoundPen in honor of Black History Month.

The thoughtful words of “BFoundPen”(Brian the Man Behind the Pen) inspire me.

He states, “I wrote this poem because I wish I had someone to tell me those things when I was growing up.” Young black boys are criminalized at a young age and have been conditioned to spend a lifetime in and out of jail cells. A lot of the time, black boys don’t have their fathers around while growing up. Even if they do, sometimes their father isn’t a good example of how to be a successful man.

“There is an insane lack of black male teachers and male role models overall.” A lot of black boys must try to figure out how to be men on their own. They eventually turn to their peers and older men for guidance. They don’t have anyone to tell them that toxic masculinity isn’t something you want to give in to. There’s no one to say, “Hold your head up. You’re destined for greatness.”

As a young man born in Harlem, New York, and raised on the south side of Chicago, I always had dreams. I started dreaming to release the pain of my mother’s passing, and my father’s decision to allow my aunt and uncle to raise me. I remember feeling abandoned and wondering how I would make it in life. I was lucky to have two heroic role models in my adoptive parents, who loved and nurtured me in a Christian home, and two great sisters who supported me as their brother from another mother. I had four male childhood friends who started with me in kindergarten and are still my friends 54 years later, and a cadre of family and extended family who got me through. Finally, I had a praying grandma who was a stern visionary and a fantastic cook who forced me to believe I could do or be anything in this world!

That was back in the ’60s, ’70s, and ’80s, but what about now? Do our boys still have dreams? Like BFoundPen describes, what are their dreams? What are the challenges they face? Who are their role models? What events shaped their lives, and how do they cope with and overcome them now?

In my search for answers to these questions, I wanted to research the topic and talk to two young men I consider heroes, one born in rural South Carolina and the other in inner-city Baltimore, about how they are fulfilling their dreams. Below are their stories.

Tre’ Gammage – Social Emotional Learning Consultant

As a child, I dreamt of becoming an athlete, but it seemed a far-off fantasy until my senior year of high school. After finally hitting my growth spurt, I became the strongest, biggest, and fastest player on my team, and I earned a scholarship to play Division 1 football at Miami (Ohio) University.

Thanks to incredible coaches who were supportive and motivating, I was able to take full advantage of my scholarship and explore the world beyond football. But, when I reached college, I was no longer the biggest and strongest player on the team, and I found myself relegated to the bench. After hitting a breaking point and failing a drug test, I was almost kicked off the team.

Fortunately, I was given a second chance, and I made the most of it. I joined Student Government, studied abroad, and earned a starting spot on the football field. My experience taught me the importance of giving your all and never giving up.

Realizing this dream has been a powerful revelation for me: I can have everything I want, and no dream is too far out of reach. After re-establishing my grandfather’s business, authoring a book, and even being elected to office as a City Council member, I’m now married with a child and soon to have another.

My mission now is to make it easier for others to follow their passions and pursue their purpose. I call this “facilitating purpose” and it’s my way of helping people reach for and achieve their dreams!

Chris J. Harried – Community Engagement Coordinator, Doctoral Student

I dreamt of becoming a cancer research scientist. Aside from low self-esteem and self-concept, I had to learn how to succeed despite my parents’ struggles with both the racialized mass incarceration and substance abuse disorder crises.

Thankfully, I had role models in both of my grandmothers and mentors who were patient with me and showed me the importance of remaining focused on my dream. Their example was so crucial for me because it spurred me to mature and develop in a way that allowed me to have a stronger understanding of the world around me.

I was fortunate enough to get tied into community-based service programs and through those experiences, I expanded my network and capacity to be a leader and overcome my challenges. One of the most impactful experiences I had was helping to meet the needs of Alaskan Native Youth as an AmeriCorps Service Member.

My time in AmeriCorps gave me insight and expanded my cultural competence and humility. Many of the lessons I learned during this time have informed my approach to being an educator and counselor. In this modern era of us surviving in the shadow of a global health crisis, more attention has been called to the importance of tending to one’s mental health. The importance of this aspect of our lives cannot be understated, especially as it pertains to Black Males.

I dream of leveraging my gifts to improve the Black Male experience in the United States with a specific emphasis on the impact of education.

Like these two “Young Kings”, black boys believe their story would change if they could be heard, but then they realize the world is not listening. One young man stated, “The way people look at me: I am filthy, dirty for being black.” “The only way I can survive is to be perfect.” They enter classrooms where they are defined as deviant criminals who live in communities full of alcoholics, drug addicts, and resentful black men who are mentally pummeled. “No one cares if we die.”

They are sent the message that being smart is anti-Black. A collective belief system shift is required: believing and dreaming differently is acceptable. We need a new construct, a revised mindset, and a rewiring of their brains. We need to train them for opportunities outside of sports. They need, want, and deserve help. They need people to help them outside of sports. What is the point of working on anything else if your only sense of belonging and acceptance is in sports? Being a doctor, teacher, or lawyer seems unrealistic.

Black boys believe that this free, beautiful world was not created for them because they think they are being hunted down and murdered. It is a challenge to their humanity. “In a system with systematic, embedded, and evasive inequities, black boys are at the bottom,” said Dr. John King, Jr., CEO of Education Trust. “We need to teach our children to dream with their eyes open,” says Dr. Harry Edwards.

“Education must include social justice.” We cannot operate schools and ignore students’ realities daily. “These students intersect with their blackness in every area of life,” said Dr. Travis Bristol, a UC Berkeley professor. “We need to elevate student voices,” according to Malcolm London. “The Trauma in black boys’ Face” is a form of life-long PTSD.” Michael Smith, My Brother’s Keeper Alliance.

What Black boys need at this moment:

• Role Models
• Mentoring
• Guidance
• Father Figures
• Caring Adults

Malcolm X wanted to be a lawyer; his teacher told him, “You’re Black; you can’t be a lawyer.” Black boys need positive self-identity—there is nothing wrong with them, nothing to be ashamed of, and they need honesty, accountability, and unconditional love, which can be transformational. Black boys need to be safe, heard, and validated. Black boys need people who believe in their infinite possibilities and humanity. They do not need saviors. They need believers who believe in their greatness.

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Historically black colleges and universities (HBCUs) are helping this group of students get ready for work in a big way! Before the Civil War, education for African Americans was illegal in most Southern states and often discouraged in Northern states. As a result, there were only a few African American colleges: Cheyney University, which was founded in 1837, the University of the District of Columbia, which was founded in 1851, Lincoln University, which was founded in 1854, and Wilberforce University, which was founded in 1856. At these colleges and universities, hands-on learning has been around for a long time!

Booker T. Washington, a leader and teacher at what is now Tuskegee University and used to be called Tuskegee Institute, was a big part of making this history. In 1858 or 1859, Booker T. Washington was born as a slave on a farm in West Virginia. Washington cared more about what you learned in high school than what you learned in elementary school. The most important thing he did was teach his students how to take care of themselves. “I wanted to teach the students who came to Tuskegee how to live and make a living, so that when they graduated, they could go back to their homes and build up the places they came from and use the land and the people to their fullest potential,” Washington wrote. Washington hoped that if the poor shared what they knew, they could help each other and themselves. This would lead to economic success and a better feeling of well-being.

Booker T. Washington and Hands-On Learning:

Even though some people did not agree with Washington’s support for industrial education and hands-on learning, he saw it as a necessary step toward helping his race. His focus on the importance of an industrial education did not mean that he did not think African Americans could learn other things. Washington thought that there were many more useful or important things to teach than the things that his opponents wanted him to teach. Washington writes, “One man can go into a town ready to give the people there an analysis of Greek sentences.” “At the time, the community might not be ready for or feel the need for Greek analysis, but it might need bricks, houses, and wagons.” Washington thought that African Americans needed to have the skills and knowledge that industrial education gave them.

Washington put more emphasis on doing the job than on theories or vague ideas. He thought that if African Americans got training, they would become important to the economy and White Americans would let them in. Washington thought that racism in the South was so ingrained that demanding social equality right away would not work. The goal of his school was to teach Black people the skills that would help them the most.

Experiential Learning at HBCUs:

HBCUs are often praised for their diverse and inclusive educational experiences, low tuition, scholarship opportunities, unique programs, and supportive environments for underserved communities. HBCUs should also be praised for their efforts to give students experiential education. There are more than 100 HBCUs in the United States, and each one offers a different education. Whether you want to study business, STEM, social sciences, or the arts, you can find an HBCU that will help you reach your goals.

Over the years, HBCUs have stayed committed to helping African American students find educational and career opportunities. A 2019 report says that these colleges were a “safe haven” for African American students when racial tensions were high at other colleges.

HBCUs also continue to play an important role in giving African American students access to degrees in science, technology, engineering, and math (STEM) and giving them the confidence to go on to get higher degrees. “HBCUs make up only 3 percent of America’s colleges and universities, but they produce nearly 20% of all African American graduates and 25% of African American graduates in the STEM fields of science, technology, engineering, and math,” Dr. Michael Lomax, president, and CEO of the United Nations Children’s Fund (UNCF) writes in a 2015 article. “These are the key industries of the future, so it’s important that African Americans do well in these fields.”

Many companies have said in public that they want to hire graduates from HBCUs. In 2017, Congresswoman Alma Adams started the HBCU Partnership Challenge. Under this challenge, companies promise to make their workplaces more diverse and give graduates of HBCUs more opportunities. Top companies like Dell, Microsoft, Amazon, JP Morgan Chase, and others have accepted the challenge.

The Power of Internships and Future Workforce Development:

The 2018 Future Workforce study shows only four out 10 current college students feel prepared for future careers. The HBCU First initiative is a great example of how HBCUs continue to be on the forefront of hands-on learning and the development of the future workforce. The HBCU Experiential Learning Framework is a model for building the skills of young African Americans. It helps students (1) move from college to a career and (2) close the gap between learning and doing.

The HBCU Experiential Framework is driven by several student-led internship programs, such as:

• The HBCU Talent Consortium – helps industry leaders build relationships with diverse, Day-One-Ready, Black talent.
• The HBCU Leadership Incubator – is a hands-on, 11-week leadership development program helping Black college students bridge the gap between classroom learning and business-world doing. Each “Lead” gains leadership knowledge by developing and managing an HBCU First program & team. This paid virtual program is open to full-time HBCU students.
• The HBCU Near-Peer Mentoring Program – is a 10-week internship helping Black youth navigate the college-to-career journey. “Focusing on social-emotional resilience, students attending America’s 100+ HBCUs pair up to develop a playbook for college-to-career success.”
• HBCU Equity – is a student-led, primary research program. The charge is to better understand the socio-academic drivers of America’s Black youth.
• The HBCU Exploratory Program – helps college-bound Black youth navigate the high-school-to-college journey. HBCU Student Advocates lead choice-focused talks & workshops addressing self-discovery, college & career choice, and the HBCU opportunity.
• The HBCU Youth Social Entrepreneurship (YSE) STEM – is an experiential learning program for Black K-12 students. Its charge is to foster a social entrepreneur mindset through STEM skill proficiency.
• HBCU Beats – is a commercial music production program for HBCU students, through this  10-week internship program, talented student producers hone their skills and gain backdoor access to commercial music projects.

More investment in experiential learning programs for African American students can ensure equity and access to the future workforce. In my upcoming book, The Booker T. Blueprint: Experiential Learning in the Jim Crow South, I will provide more information about the history, tradition, and implementation of experiential learning at HBCUs in the Jim Crow South and the leadership and vision of Booker T. Washington on industrial education.

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Anthony McCutchen was born in the small rural community of Kingstree, SC, in 1968. He is the fourth of five children raised by parents who were sharecroppers. Even though his parents were not well educated, they governed their home with spiritual guidance, the strength of character, and education as their top priorities. Due to a lack of money for college, Anthony’s dream of becoming a certified teacher developed into a long and arduous journey. He attended Hemingway High School in Hemingway, SC, and graduated with academic honors. However, he could only garner small academic scholarships that did not fully cover his college fees. Consequently, he relied heavily on student loans and worked part-time jobs throughout college.

One in four borrowers were in default or severe delinquency even before the COVID-19 pandemic, with many having to choose between paying their student loans and eating. Many other borrowers were struggling to stay afloat, manage their debt, and were unable to contribute fully to the American economy. Canceling student loans is an essential first step in fixing our broken higher education financing system.

Through much hard work and perseverance, he earned a Bachelor of Arts in Biology from the College of Charleston. Even though Anthony wanted to attend graduate school to pursue education, he worked as a pharmacy technician and customer service representative to begin paying back his student loans. Within two years of completing his undergraduate degree, he married and had two beautiful children a few years later. 

Before becoming an educator, he served as a Program Director for HOPE worldwide in Charleston, South Carolina. He developed and conducted health and education outreach programs specifically targeted at improving the quality of life in Charleston’s underserved communities. Additionally, he managed and taught at Saturday Academy, which coupled academic tutoring with weekly character lessons, cultural arts, sports, and a computer lab for Kindergarten through 5th-grade students. He and his team went door-to-door in underserved communities and built a bond of trust with children and families. These experiences were the catalyst that led to his career as an educator. During this time, Anthony continued to pay his student loans faithfully. Through research, he became aware that his public service work should help him to qualify for loan forgiveness. He applied for public service loan forgiveness but was rejected based on a restriction on the date of his original loan. 

Finally, in January 2011, Anthony was chosen for a Literacy Intern Program partnership between the College of Charleston and the Charleston County School District. This program specifically recruited African American men to teach in elementary schools. He completed the Literacy Intern Program with academic honors and became a certified elementary school teacher in January 2012. However, when he received his master’s degree in Early Childhood Education from The College of Charleston, he had amassed $30,000 in student loan debt. Even with a master’s degree, his teaching salary only allowed him to make minimum payments toward his student loan debt.

While teaching full-time, he continued to work part-time jobs to make ends meet. His part-time jobs have included Uber driver, grocery store clerk, retail store clerk, weekend assistant retail manager, community theater actor, and movie extra roles. Financial challenges have been tough in the last five years. During this period, his household income decreased significantly when the company downsizing forced his wife to change jobs and accept a lower salary. His wife’s salary was much larger than his salary as an elementary school teacher. Simultaneously, due to failing health, his mother-in-law moved into their home. The concurrent increase in household expenses and decreased household income made it very strenuous to make student loan payments. 

After completing five years of teaching in almost 100% high-poverty areas, Anthony consolidated his student loans and continued making loan payments. With an excellent payment history and years of public service, he was optimistic that he would now be approved for student loan forgiveness. Unfortunately, both his teacher forgiveness and public service forgiveness applications were rejected. Both times, he received notifications stating that his original loans were too old or that he used the wrong type of loans. Also, in the Fall of 2020, Anthony’s daughter started college. Paying for her college and his student loans only compounded the stress of making student loan payments.

When the 2021-2022 school year began, Anthony celebrated ten years as an educator. After years of financial struggle, he and his wife had lowered the $30,000 student loan debt to $13,000. When Anthony became aware that the Biden Administration had relaxed many of the restrictions that had blocked his student loan forgiveness in the past, he decided to make a fourth attempt in February of 2022. After multiple hours on the phone with student loan representatives, the representative told Anthony that he had completed all the required documents, but the review could take up to 90 days. In early June 2022, Anthony received a notification in the mail that his student loan application was once again denied. Despite being devastated and a bit discouraged, Anthony knew that giving up was not an option. As always, he prayed to God and carved out some time to make another long phone call to plead his case. Before the appointed time to make the phone call arrived, he finally received a letter stating his documents for student loan forgiveness were reviewed a second time. Complete student loan forgiveness was approved! His journey to student loan forgiveness had taken almost two decades!

After all the financial struggles and the back and forth with the student loan process and the current salary crisis teachers face, I asked Anthony why he still wants to teach when so many of his colleagues have left the profession, especially after COVID-19. He shared, “I am a positive male influence! As an African American teacher and mentor, I inspire my students to choose their futures instead of being defined by their environments. I help shape character. I can model and cultivate the characteristics of love, respect, responsibility, and integrity in the hearts of my students. Character and life lessons are woven into my school’s curriculum and taught in all my assignments.”

Anthony currently serves as the second-grade teacher at Charleston Development Academy Public Charter School. He has built a reputation as a fair and firm educator that cares deeply about his students and families. Aside from teaching, he serves as the assistant State Testing Coordinator and the Gifted and Talented Testing Administrator. 

He is also very enthusiastic about worship ministry and the performing arts. His worship ministry experience has allowed him to perform in multiple musical and dramatic productions in the Charleston area. His greatest theatrical experience was playing Levi Pearson and Dr. Kenneth Clark in the 2016 production of “The Seat of Justice.” These two men played pivotal roles in contributing to the landmark Brown vs. Board of Education decision in 1954. Many students from his school and fifty supporters from the community attended the play.

There is much debate about whether student loan debt cancellation is fair, good for the economy, or even makes sense. Clearing the way for teachers and students to participate in the economy by purchasing homes, launching small businesses, saving for retirement, and boosting the economy by patronizing local businesses makes a lot of sense! Anthony’s story and the impact that he has had on his students and community reminds me of the words of Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.”

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After-school programs and community-based organizations are already working hard to close the learning gap left by the pandemic. Carolina Crown, a Marching Arts organization dedicated to assisting students in achieving lifelong excellence, is one organization on the front lines.

Founded in 1988 as the Charlotte Drum Corps Association, Carolina Crown has evolved into a world class performing arts organization with a commitment to enriching the lives of young performers, as well as developing community outreach through music education initiatives and the CrownCARES program. Carolina Crown achieves this through a commitment to their core values of Integrity, Commitment, Respect and Excellence.

CrownCARES was created in 2015 with the Mission of “Impacting a Generation.” Toward that end, CrownCARES seeks opportunities to come alongside worthy causes with resources for the betterment of the lives of those who need a hand up. In doing so, they believe CrownCARES contributes significantly to the overall Mission of Carolina Crown. One-way CrownCARES contributes to the community is through the Rhythm of Reading Program.

The Rhythm of Reading Program is designed to address the issues of literacy at an early age when children are beginning to read. Specifically, students in the school districts that are most at risk of educational failure and not meeting literacy expectations by grade level 3.

There are many factors that impact a student’s ability to learn to read and speak English at an early age and excel in the classroom. Some of these factors include growing up in poverty, facing trauma at home, unemployed or underemployed parents, and lack of parent engagement. It is also known that students who fail to learn to read and write are more prone to become part of the justice system. According to the Department of Justice, “The link between academic failure and delinquency, violence, and crime is welded to reading failure. Over 70% of inmates in America’s prisons cannot read above a fourth-grade level.” Additionally, according to the National Assessment of Adult Literacy, two thirds of students who cannot read proficiently by the end of the fourth grade will end up in jail or on welfare.

Finally, students from families struggling with employment will have fewer opportunities to read. According to a January 2019 article published by the Children’s Bureau, “By age 3, children with employed parents have a vocabulary of about 575 words compared to children with unemployed parents, who have a vocabulary of about 300 words.”

The Rhythm of Reading Program began as an idea in 2018 when Carolina Crown COO Jim Williams encountered a major problem. He had partnered with the nonprofit book company, First Book, to provide free books for children during an upcoming CrownCARES event in 2018 but found he had received far too many books and they were filling the small warehouse space at the Carolina Crown home office in Charlotte, NC. Jim knew he had to make effective use of these books so the idea of combining rhythm and reading was born.

This was an obvious combination because Carolina Crown is known as a Drum Corps, a 160-member youth outdoor marching ensemble made up of students ages 16 to 21 from around the world. Carolina Crown was founded in 1988, and today is one of the top Drum Corps in the world of outdoor pageantry arts, winning the Drum Corps International Championship in 2013. A Drum Corps is like a marching band, and creates lavish productions performed on a football field using marching brass instruments, percussion, props, and dance to entertain audiences and compete each summer with other corps throughout the country. The idea then of utilizing rhythm, an essential element to any musical performance, with reading seemed like a natural combination.

The objective of the Rhythm of Reading Program is to inspire reading age children by combining drumming with the reading of age-appropriate books to increase the reading readiness of children as they move from kindergarten to grades two and three. The program outcomes are measured by partnering with school administrators and teachers to view current grade level proficiencies at the start of the Rhythm of Reading session, and then viewing the results at the conclusion to determine if there have been measurable improvements in the following ways:

• Students have taken more books home to read with their parents.
• Student reading comprehension has improved compared to the state average.
• Students are at a higher percentage of readiness compared to the state average than in the previous year.

The activities involved in a Rhythm of Reading session begin with a series of CrownCARES volunteers arriving at a school or local community space with five-gallon buckets, sticks, and books. Volunteer instructors include former and current members of the Carolina Crown Drum Corps, current and former Carolina Crown music educators, and CrownCARES board members. Each child is sat down in front of one of these buckets, and the instructors work with the group to get them to read a line from the book and then drum the rhythm that combination of words makes using their sticks and drum. The instructors apply the same rhythms on their own drums at the front of the group, often played by 6-10 drummers. The session continues in this manner and the children have a fun time learning how phrases and sentences in a book sound like rhythms they can easily identify with and play together on their drum. After the session, the children get to keep their sticks and proceed to a kind of bookstore set up nearby. The children can choose any book they want from the selection of free books provided by the nonprofit organization, First Book, as well as other book providers.

Each summer and fall the program is delivered at summer camps, afterschool programs, park districts, churches, schools, and community events. CrownCARES calls it the “Music with a Mission” tour. Students get the Rhythm of Reading Book, new school shoes, reading books and a message of HOPE!

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How we can help students and children navigate conversations about race and violence in a climate where parents are fearful and traumatized by their concerns about school safety? Especially as teachers work in a school environment where what students and teachers discuss in school is more scrutinized and politicized than ever before. I was speaking with LaNisha Blair, the mother of a 22-year-old daughter who is about to begin her teaching career and a second-grade son who is 7 years old. LaNisha said, “I fear for the safety of my daughter as a teacher and my son as a student.” LaNisha continued by stating that her son asked her after the recent school shooting in Texas, “Mom, does good always win?”

According to James Bridgeworth, an education researcher focusing on Racial Violence in Schools, “The murders of George Floyd, Breonna Taylor, and other Black Americans last year, as well as subsequent battles over teaching accurate histories of race and racism, prompted school leaders to wrestle with several questions, including: Should I publicly respond to these crises? What should I say if I decide to respond? How do I strike a balance between my beliefs, district guidelines, and the needs of the students and families I serve?”

Bridgeworth goes on to say we must treat racial crises and acts of violence as predictable occurrences and proactively train parents and school leaders to successfully address them. Training could concentrate on fostering racial awareness and identity, creating racially inclusive educational spaces that encourage people to bring their whole selves to the table, or forming meaningful partnerships with culturally specific community-based organizations (like the Black Parent Initiative in Portland, Oregon). Although programs cannot prepare parents and school leaders for every crisis, a comprehensive focus on racial equity and justice within curricula can ensure that leaders start with a solid foundation in race-conscious leadership.

Students, regardless of location, are likely to question their parents and teachers about the shootings. According to education experts, there are some best practices for teachers discussing traumatic events.

The shooter in Buffalo live-streamed his attack, and the video is still making the rounds on social media. According to best practices, many students may have already seen a video of the attack, so parents and teachers should find out what they know, correct any misinformation, and help them work through their feelings after witnessing violence.

What the experts say

In a 2015 essay for Education Week, H. Richard Milner IV, a professor of urban education at the University of Pittsburgh, wrote, “Many Black and brown students see themselves reflected in racist acts, and such reflections manifest in their social, behavioral, emotional, and psychological well-being.”

Nonetheless, discussing race and violence in the home and in the classroom can be traumatic for students, particularly students of color. Throughout the discussion, parents and teachers should be sensitive to their students’ feelings and take the emotional temperature of the room. For Black students, the shootings may be too close to home, and some may need to opt-out of the class discussion or take a break afterward.

“The most important thing our teachers are saying right now is that we need more school counselors, more psychologists, more social workers, more community groups, and a lot of resources,” said Phillip Rumore, President of the Buffalo Teachers Federation. “And we need the federal government to officially declare a national emergency.”

While the community works for change, Rumore says it is also dealing with deep sadness and fear. While the district provided teachers with training and resources to help them talk to students about the attack, he believes that more can be done to prepare parents and educators.

Janet Hefney, an ADHD life coach, said, “My Black son’s ADHD diagnosis resulted in numerous rejections and deprived him of a normal life. As his mother, I felt a sense of defeat for many years. The love I have for my son prompted me to act, which enlightened me to the fact that education is a potent tool for overcoming any obstacles in life.

My son’s difficulties have taught me that as Black people, we cannot continue to wait for the government and/or a system to save us. It is up to us to put forth the effort required to achieve the desired outcomes for our children. It is our obligation and responsibility to learn about our ancestry and to explain it to our children with love and compassion. Keeping our children from hearing our story will only harm them. Our narrative protects and empowers us against the known and unknown aspects of who we are. The truth of who you are will allow you to navigate your life with dignity, self-respect, and pride, and will provide you with a clear understanding of how to manage adversity.”

It is time we revisited Dr. King’s vision to create “Beloved Communities”:

“Love is creative and redemptive. Love builds up and unites; hate tears down and destroys. The aftermath of the ‘fight with fire’ method which you suggest is bitterness and chaos, the aftermath of the love method is reconciliation and creation of the beloved community. Physical force can repress, restrain, coerce, destroy, but it cannot create and organize anything permanent; only love can do that. Yes, love—which means understanding, creative, redemptive goodwill, even for one’s enemies—is the solution to the race problem.” — Martin Luther King, Jr., 1957

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