Daily Archives: July 3, 2012
A Starstreak high velocity missile system, which could play a role in providing air security during the Olympics, is manned by members of the British Royal Artillery during a media demo in southeast London …more in May 2012. British residents living near London’s Olympic Park launched legal action Thursday over government plans to station surface-to-air missiles on the roof of their rented flats.
The British government confirmed Tuesday that it had placed missile batteries at six sites around London in advance of the upcoming Summer Olympics, including atop two apartment buildings where residents had previously expressed reservations about hosting the anti-aircraft weapons.
“Whilst there is no reported threat to the London Olympics,” said Defense Secretary Phillip Hammond in a statement, “the public expects that we put in place a range of measures aimed at ensuring the safety and security of this once-in-a-generation event. Ground-based air defense systems will form just one part of a comprehensive, multi-layered air security plan which, I believe, will provide both reassurance and a powerful deterrent.”
In addition to the Rapier and High-Velocity missile batteries, the government will also station a Royal Navy helicopter carrier in the River Thames and station Royal Air Force jets and army helicopters nearby.
Residents of the Fred Wigg Tower and the Tower Hamlets, which will host High-Velocity missiles, had expressed concern about the batteries when the government made a test deployment of the missiles atop their buildings in early May. “I’m not sure I can sleep in a house knowing there are missiles on the roof,” journalist and Tower Hamlets resident Brian Whelan told ABC News in May.
Said Secretary Hammond, “A small number of activists object to the deployment of these defensive measures and a legal challenge to the Government’s decision to deploy … has been initiated. The Ministry of Defense will defend these proceedings vigorously and is confident of defeating them.”
Additional anti-aircraft missile batteries are in place in farmland and hills east and south of London. The Olympic complex is north of the Thames and east of central London near the Stratford and West Ham mass transit stations.
“Our focus is to deliver and Olympic and Paralympic Games that London, the U.K. and the world can enjoy,” said Home Secretary Theresa May. “This is the biggest sporting event in the world, and with that comes the huge responsibility to deliver it safely and securely. … We will leave nothing to chance.”
A United Nations independent expert says states must pay close attention to early signs of racism that could eventually lead to grave human rights violations, stressing that extremist groups in political movements and, in particular, sports arenas must be tackled.
“The presence of extremist groups, including neo-Nazi and skinhead groups, in sporting events is a matter of serious concern,” the Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance, Mutuma Ruteere, said in a report to the Human Rights Council in Geneva.
“Neo-Nazi symbols, slogans and banners displayed during football matches and racist chants against players or supporters of African origin should not be tolerated,” he noted, pointing to recent incidents of violence and racism during the European Union Football Associations’ (UEFA) championships as evidence that racism in sport is a serious problem.
“I call upon States to intensify the fight against racism in sport and to strengthen the role of sports in promoting cultural diversity,” he said. “In particular, in light of the upcoming Olympics it is crucial that further preventive measures be taken to avoid racist incidents during this event which is going to reach out to all regions of the world.”
The Special Rapporteur warned that impunity for crimes motivated by racism, xenophobia and intolerance encourages recurrence of such acts. He called on States to ensure that thorough and impartial investigations into these crimes are promptly carried out, that those responsible are prosecuted, and that victims have effective access to remedies.
Mr. Ruteere also warned of incendiary rhetoric from political parties, noting that the rise in extremist political parties, movements and groups continues to pose major challenges, particularly in the context of the current economic and financial crisis.
“In this context, vulnerable groups have been made the scapegoats for the rise in unemployment and State debt, and labelled a threat to the standard of living of the general population by extremist political parties,” he said.
In addition, Mr. Ruteere expressed particular concern over traditional political parties that have embraced an openly racist, xenophobic and nationalistic rhetoric.
The Human Rights Council is currently holding its 20th regular session, which ends on 6 July. Independent experts, or special rapporteurs, are appointed by the Council to examine and report back on a country situation or a specific human rights theme. The positions are honorary and the experts are not UN staff, nor are they paid for their work.
In times of economic strain, our whole community suffers from the complications of unemployment. In an effort to develop a new model of community outreach and economic sustainability, The Black«Star Project will soon launch the 1 Church, 1 Job program. It is estimated that inChicago alone there are approximately 10,000 churches. The Black«Star Project will offer the opportunity to participate in this program to as many churches as are willing. During this five-week program, young, jobless African Americans participating will receive a salary of $1000, job training and administrative mentoring throughout, and valuable work experience to draw from in the future.
By the end of the five-week program, all those who participate will gain something valuable. The workers, in addition to the five weeks of steady salary, will develop the skills and knowledge they need to pursue lasting employment. The churches will strengthen their community by keeping young people away from extra-legal forms of income, violence, and joblessness. Businesses will gain cheaper labor, informed workers, and federal recognition. Finally, those governmental bodies offering their support will help combat the problems they’ve been appointed to solve.
Tips for Churches and Businesses on Creating Effective Summer Job Opportunities and Internships
Due to the training nature of an internship, it is imperative that interns are provided with sufficient supervision. Considerable time investment will be needed, especially on the front-end, to plan for and implement necessary training. It is also recommended that the supervisor plan ongoing weekly meetings to stay up-to-date with the intern’s progress. Use care in identifying a seasoned staff member who “buys in” to the importance of utilizing interns. The person should realize that the purpose of an internship is two-fold. Interns will provide some useful assistance for the organization while also gaining on-the-job training that will assist them with their future career search.
Gone are the days of using interns as simple “go-fers”. Students are seeking opportunities that will stimulate them and provide real experience. A good internship program will ensure the assignment of challenging projects and tasks. Effective assignments are coupled with adequate supervision so as to provide an information resource and to ensure interns are keeping pace. Be sure to have some additional projects available in case an intern successfully completes a project ahead of schedule. Whenever possible, try to include the intern in organization events such as staff meetings and allow opportunities for networking and informational interviewing with key personnel.
Equal Employment Opportunity laws apply to the hiring of student interns. You will want to check with your state to see if workers’ compensation laws cover interns. Just as you would a regular employee, it is important to provide interns with information on your safety and harassment policies, as employers may be held liable for intern safety and harassment issues. In general, student interns fall into an “at will” employment status and may be terminated for poor conduct.
Documentation is very important for effective learning to take place. It is strongly advisable that an employer and intern create mutually agreed upon learning objectives. Well documented learning objectives provide clear direction and targeted goals for the intern. This ensures both parties envision the same experience and reduces the possibility of misunderstanding and disappointment. Effective learning objectives are concise and measurable.
An example of a measurable learning objective:
The intern will produce a marketing plan for XYZ product line.
An example of an immeasurable learning objective:
The intern will receive an understanding of our marketing concepts.
It is a good idea to also document other aspects of your internship program. This may include your internship program mission, internship job descriptions, eligibility and application requirements, compensation structures, supervisory roles, and supervisor/intern evaluations.
In most instances, the intern’s school will require the above information if the intern is receiving college credit for the experience. Additional forms beyond those stated above and/or agreements may be necessary for college credit depending on the school’s requirements.
Ensure Interns Feel Welcome
Just as you would a new full-time employee, it is very important that interns be provided with a warm introduction to your organization. Not only are interns new to your organization, in many cases, they are new to the professional world of work. Before interns arrive, be sure to provide them with any necessary housing, transportation, parking and/or dress code information. Once interns start, they should review necessary policies (i.e., work hours, missing work, harassment, safety, etc.). Acquaint them to their work space and environment by introducing them to co-workers. Interns should become familiar with your organization’s communication process and chain of accountability. The intern should also know the extent of their job authority and decision-making capabilities. You may even want to plan lunch activities with various staff members for the first week. Many organizations plan intern group outings and special events to recognize interns’ accomplishments.
Evaluation An internship can only be a true learning experience if constructive feedback is provided. An effective evaluation will focus on the interns’ learning objectives that were identified at the start of the internship. Supervisors should take time to evaluate both a student’s positive accomplishments and weaknesses. If an intern was unable to meet their learning objectives, suggestions for improvement should be given.
In conclusion, utilizing interns in your organization can result in many benefits. It is important to do some careful planning before creating your internship program. You can be sure to continue recruiting from your pool of internship candidates and foster positive public relations by implementing an effective, thorough internship program.
Internships: Tips for employers on starting an internship program. [10 paragraphs]. National Association of Colleges and Employers: Jobweb, HR/Staffing Professional’s Desktop, Tools and Publications [Website]. Available: http://www.jobweb.org/hr/interntips.htm
Patterson, V. (1997). The employers’ guide: Successful intern/co-op programs. Journal of Career Planning and Employment, Winter, 30-34, 55-56, 58-59.
For white students in suburban Chicago, school has become a much more diverse place in the last 20 years. But the region has seen a jump during that time in the number of highly segregated black and Latino schools, a new WBEZ analysis shows.
Half of all African American students in the region still go to school in what sociologists would consider “extreme segregation, ” in schools where 90 percent or more of students are African American. Twenty-two percent of all Latino public school students in the eight-county region go to highly segregated schools, a proportion that is growing in the city and the suburbs.
WBEZ compared school demographics from 20 years ago and today for our series Race: Out Loud. We examined schools in Chicago, suburban Cook, DuPage, Grundy, Kane, Kendall, Lake, McHenry and Will counties.
“There were a lot of opportunities for integration and making progress, and nothing much was done,” says Gary Orfield, a lead researcher nationally on school segregation and a proponent of racial integration.
He says school desegregation is no longer a priority in education.
“We just test more and we put more pressure on the schools that are segregated and everything will be fine. It’s a lie.”
WBEZ’s analysis shows a stark resegregation of the city’s schools:
►The number of Chicago public schools that are 90 percent or more black has increased in the last 20 years, from 276 to 287. That’s despite a 57,000-student drop in black enrollment in the district.
►71.0 percent of all CPS black students go to extremely racially isolated schools or more black. In 20 years, that figure has inched down only negligibly, from 73.4 percent.
►The number of racially isolated Hispanic schools is up, from 26 to 84. Thirty-nine percent of all CPS Hispanic students go to extremely racially isolated schools. This is up from 20 years ago, when 17 percent of Hispanics went to such schools.
►White students have become more concentrated. There are now seven schools that are at least 70 percent white; 20 years ago there were none.
►The number of “integrated” schools–schools where no one race makes up more than 50 percent of the student body–has taken a nosedive, from 106 schools in 1990 to 66 schools today. “No majority” schools used to make up 17.5 percent of all city schools. Today the proportion is just 9.8 percent.
Chicago Public Schools declined to comment on WBEZ’s findings.
The demographic shifts have occurred even though a student’s school assignments now depend far less on kids’ addresses and far more on parental choice than in the past.
Many of the city’s newest schools are highly segregated. The overwhelming majority of charter schools that opened in the last 20 years are extremely racially isolated.
“To me, this is all about school quality, it’s not just about race,” says Phyllis Lockett, president and CEO of New Schools for Chicago, which encourages and funds charter school creation.
Lockett says a one-race school can be a nurturing, safe place for many students.
She says the number of highly segregated black and Latino schools may be growing for an obvious reason: schools have gotten smaller. She says a single school 20 years ago may have held many more students; today the same number of students may be spread across two or more schools.
Suburban schools diversify
Another WBEZ finding: a dramatic decrease in the number of extremely white schools.
In 1990, a third of schools in the metro area were 90 percent or more white. Today, just 4 percent are. The number of overwhelmingly white schools dropped from 562 to 103.
At the same time, the number of schools where no one race holds a majority has grown across the suburbs. The number of such schools more than quadrupled–from 58 to 280.
“The whole foundry of racial change has moved well out into suburbia and people aren’t very aware of it,” Orfield says.
But racially isolated black and Latino schools are popping up in the suburbs: 10 percent of all suburban Latino kids and 20 percent of all suburban black kids attend them, up from 20 years ago.
Today, 80 percent of all white kids living in the suburbs still attend schools that are at least 50 percent white. That number is down from 90 percent twenty years ago.
A quality education
Sylvia Puente, executive director of the Latino Policy Forum, says it doesn’t necessarily matter whether a student is in a racially isolated or integrated environment if they are getting a quality education.
Number of Chicago land schools that are…
20 years ago
Number of Chicagoland schools that are:
At least 90% Black
At least 70% Black
At least 50% Black
At least 90% Hispanic
At least 70% Hispanic
At least 50% Hispanic
At least 90% White
At least 70% White
At least 50% White
At least 90% Asian
At least 70% Asian
At least 50% Asian
“No Majority” (no racial group has more than 50 percent)
Total number of schools
She raised concerns about the increase in racial-isolation over the last two decades, but says overall, all schools–integrated, racially isolated, suburban, and inner-city–have a long way to go in raising the achievement of Latino children.But Amy Stuart Wells, a researcher at Columbia University and a proponent of school integration, says, “Parents have to ask themselves, ‘Can a segregated public school prepare our children for the kind of society they’re going to be a part of in the 21st century?’ I think the answer to that, and the research suggests, the answer is clearly, ‘No.’”
As Minority Health Month comes to an end, we’d like to take a moment to reflect on efforts to address health disparities and particularly how these efforts can have an impact on student learning, an issue in focus at HSC throughout the year. Minority students from vulnerable communities face an increased risk of health problems that can hinder learning and success. Unless we address these health disparities, efforts to close the achievement gap will be comprised. At HSC, we are especially interested in school-based efforts to support student health and address the health disparities that can hold students back from success at school.
How can we take action? I think Dr. Charles Basch, author of the report Healthier Students are Better Learners, said it best when he explained, “The single most effective approach is to address these disproportional issues collectively.” If we work together to cultivate school health and wellness, we can together create a better future for the nation’s children.
The great news is that everyone has a voice. Here in Chicago, our Parents United for Healthy Schools/Padres Unidos para Escuelas Saludables coalition works with parents in the African American and Latino communities to move school food and fitness forward. Parents in this coalition have formed school wellness teams that supported their schools in achieving the high standards for nutrition and physical activity set by the HealthierUS School Challenge.
While on-the-ground leaders in the school community such as parents are making a difference, leaders at the district, state and national level have an important role in creating change. In Chicago, for example, school district leaders have responded to parent advocacy for recess by creating district-level policies bringing recess to all elementary schools.
HSC’s new initiative with Trust for America’s Health, Health in Mind, looks at the role that federal agencies can play in supporting school wellness and addressing health disparities. It encompasses practical policy recommendations that the nation can implement to make immediate and important improvements for health in schools. These policies can better position schools to comprehensively support health and wellness, thereby addressing health disparities, moving to close the achievement gap and helping all students achieve more. Stay tuned for more information about this initiative in the coming week!
For an overview of this issue and the ways that health disparities can affect education, check out our recent webinar with Dr. Charles Basch of Columbia Teachers College and Richard Hamburg of Trust for America’s Health.
I love Lisa Delpit. She voices the importance of quality education for all. She tells about what is working and what is not working. She is “convinced of these children’s inherent intellectual capability, humanity, physical ability, and spiritual character.” (p. 30)
While Delpit writes about those being left behind in the US school system, her summary of the basic skills can be transferred to any learner of any level.
This is how the “basic skills” of the middle class should be acquired by children who do not possess them upon entering school. This is how middle-class parents, often without realizing it, teach their children. They build upon the children’s interests; they ensure that the children are exposed to new settings; they discuss what the children have experienced while using new vocabulary. That is what we as teachers must do for our charges who do not bring to school the academic trappings of middle-class homes. And we must not only identify what they don’t know but acknowledge and celebrate what they do know and bring with them to class—a maturity in problem solving, an ability to do what is needed in difficult situations, an understanding of real-world problems—that middle-class children are not likely to exhibit for years to come. They bring what schools sometimes disparage as “street sense,” knowledge that is not only “higher order thinking,” but that can be built upon to spur the acquisition of the “basic skills” that schools demand.(p. 70).
I especially liked how she pointed out a problem that I see with my Korean university students.
Steele elaborates on the environment the students of the ’80s experienced. “A remedial orientation put their abilities under suspicion, deflected their ambitions, distanced them from their successes and painted them with their failures.”17 In many of today’s colleges, these conditions remain unchanged. It is perhaps easier to fortify oneself against blatant bias than against the constant onslaught of the underground microagressions of modern racial relations.
To summarize, when humans feel they are devalued, stigmatized, or made invisible in a setting, they either protest or withdraw. Protest is a more hopeful sign, as the protesters view at least the possibility of change. Withdrawers disidentify with the institution, define themselves as not a part of the setting, and seek to value themselves outside its parameters. Disidentified students become aliens in the academic world.(pp. 182-183).
My Korean university students are damaged. Early on in their institutional learning career they get labeled regarding their abilities and their ambitions are directed towards what a teacher or their parents believe they should be. My students are distant from their success – their success or failure is something fate does to them, not something that they can effect themselves by their actions. It is a series of microaggressions about status and reputation that break many learners’ spirits into accepting that they are ‘not good’ at something or that they are one of the undeserving because of their inherent ‘lack.’
My students rarely protest; it is not good Korean etiquette to challenge authority. So many of my students have withdrawn. Protest is at least active, even if it is reactive. But withdrawing is passive and we rarely ask within the education context what our more passive students are identifying with. My passive, withdrawn students, I’m sure, are passionate afficiandos somewhere in their life. Finding their world where they are not alien can be done, but some of my learners are so mistrustful and disconnected from me because of my role within the educational system, that even if I invite them to bring in their area of interest, I am met with apathy. I think this apathy comes from not feeling safe in the classroom. In the Korean classroom they are always judged, not just on their skills or abilities, but also on their role in Korean society. They must not act outside of acceptable societal roles. Things like girls should not be scientific or leaders. Boys should not be good at languages. Rich kids are automatically thought of as more intelligent. Poor kids are not thought of.
I also love reading Delpit because I discover how I’ve been damaged by my high-quality education.
Another aspect of culturally influenced academics has to do with how we teach. One consistent but often ignored aspect of African American learning styles has to do with whether teaching begins with the big picture and works down to the details, or whether it begins with subskills and works up to the global. Traditional teaching favors the latter—first you learn the pieces, then you put them together for the whole. African Americans tend toward the former. Students often want the big ideas, the big story, first. They want the “back story” of whatever is being studied—who created it? Why? What is it used for? What other perspectives exist? What controversies surround it? They also want to know how it is connected to real life, how the knowledge might be useful. Can what is being studied help their community in some way? Will they be given an opportunity to use the information in some real task? For many African American students, it is important to actually “do” scholarship not just study it. By engaging in the doing—conducting research, presenting findings, publishing writings—no matter how limited or amateur the end-product, they will be more willing to do the work to refine the component parts. (pp. 187-188).
As Delpit is describing African American learning styles, I very much see myself and how I struggled in my learning. I, too, am a global learner. I need to see the big picture first before learning the specifics. If I start with the specifics, I make them global. This works for me when I studied philosophy, but when I studied chemistry – well, my experiments never came out because of the step by step approach that was emphasized. And because my experiments never came out, I would cheat. And no one would really stop me from cheating. Judge me, sure. Stop me, no.
I am also grateful for this book because I’ve been introduced to a new influencer and hero – Robert P. Moses.
Education is not a job for the weak-willed. There are so many elements that fight against us—senseless bureaucracies, unfeeling systems, societal inequities, to name but a few. It is not easy to keep one’s courage up. One of my primary role models for courage has been Dr. Robert P. Moses. Bob Moses is a hero in the history of America. Many books and films have chronicled his journey in the Civil Rights Movement. As a young man in his early twenties, he left his job as a math teacher in New York and traveled to Mississippi, where he came to be one of the primary leaders of the Mississippi Civil Rights Movement. Bob, and the young Freedom Fighters who came to view him as their leader, faced beatings, imprisonment, and even death to bring the vote to the black sharecroppers of the South and democracy to America.(pp. 194-195).
I have had students and others ask why I teach in Korea and why I don’t teach at a more prestigious institution because of my credentials, abilities, and experiences. When I hear these questions I remember the words of a colleague at Gwangju University, Suh Kyung Hee. “It is easy to teach the ‘good’ students. They don’t really need any teaching. They teach themselves.” Being in a learning context where you can help a learner re-connect to the power of learning is more inspirational and heartening when working within a broken educational system than ‘producing’ students who are not necessarily more intelligent but just good at being successful within the education system.
I am also impressed with her optimism about the higher education system.
Could the reward system of the university be swayed to value collaboration over individual attainment? Articles that shared information about problems solved with other cities and other communities would be recognized over solely theoretical treatises, for example. In the same vein, I’ve wondered why we don’t have stronger connections among the colleges that address human services. After all, those in the Departments of Education, Social Work, Juvenile Justice, Law, Nursing, and so forth, are often working with the same clients. What could happen if we had an interdisciplinary course in which students from each discipline were exposed to professors from the range of disciplines in a yearlong, community centered, problem-solving course that would gather knowledge of how the client’s needs might be addressed from each discipline’s perspective? Just think of the models such endeavors could provide for how university students, as future practitioners, might collaborate to solve problems once they are in the workforce.(p. 204).
These are great suggestions, but I am too jaded. I really see the higher education system – actually all public education as imploding. Digital technology has liberated the classroom and we don’t have social technology (rules, procedures, laws, new behaviors) to help deal with the elements that Delpit mentioned as being important for learners (and society) – development of inherent intellectual capability, humanity, physical ability, and spiritual character – in fair and constructive ways.
Pick up this book.
Here is the Table of Contents:
Part One: Inherent Ability
1. There Is No Achievement Gap at Birth
2. Infinite Capacity
Part Two: Educating the Youngest
3. Stuff You Never Would Say: Successful Literacy Instruction in Elementary Classrooms
4. Warm Demanders: The Importance of Teachers in the Lives of Children of Poverty
5. Skin-Deep Learning: Teaching Those Who Learn Differently
6. “I Don’t Like It When They Don’t Say My Name Right”: Why “Reforming” Can’t Mean “Whitening”
Part Three: Teaching Adolescents
7. Picking Up the Broom: Demanding Critical Thinking
8. How Would a Fool Do It? Assessment
9. Shooting Hoops: What Can We Learn About the Drive for Excellence?
Part Four: University and Beyond
10. Invisibility, Disidentification, and Negotiating Blackness on Campus
11. Will It Help the Sheep? University, Community, and Purpose
Delpit, Lisa (2012-03-20). "Multiplication Is for White People": Raising Expectations for Other People's Children . Perseus Books Group. Kindle Edition.
Founded in 1996 by Phillip Jackson, The Black Star Project is committed to improving the quality of life in Black and Latino communities of Chicago and nationwide by eliminating the racial academic achievement gap. Our mission is to provide educational services that help pre-school through college students succeed academically and become knowledgeable and productive citizens with the support of their parents, families, schools and communities.
Additionally, we help students aspire to post-secondary educational opportunities and training while exploring careers that will be emotionally, intellectually and financially rewarding. Our services are available to all students, particularly low-income Black and Latino students who attend low-achieving schools in disadvantaged communities. In order to achieve our goal of eliminating the racial academic achievement gap, we concentrate on three main areas of initiative: student engagement, parental development and advocacy. The Black Star Project conducts its programming and varied approaches to closing the racial academic achievement gap primarily through parent and student leadership development and advocacy.
Schools cannot educate children without the support of parents, families and communities. Good teachers and administrators are invaluable to the educational process, but they are not miracle workers. Schools, by themselves, do not educate children; they simply reinforce and expand what children already know when they come to school. What happens in a school is important; but just as important is what happens in the home and the community where the child lives. Societal structures, value systems, cultures, institutions, and positive environments are powerful influencers of education in children. Good schools seldom (if ever) create good communities; but good communities usually create good schools! Active and involved parents, families, communities are necessary to educate children.
The Black Star Project operates with a belief in the strength of parental and community involvement in education to eliminate the racial academic achievement gap. Better parents produce better communities, better schools and better students! The most accurate predictor of a student’s achievement in school is not income, race, language barriers, cultural background, education level of parents or social status, but the extent to which a student’s family is able to create a home environment that encourages learning; express high and realistic academic achievement expectations for their children; and become involved in productive ways in their child’s education at school, at home and in the community.
The Black Star Project is committed to improving the quality of life in Black and Latino communities in Chicago and nationwide by eliminating the racial academic achievement gap. This gap is evidenced by discrepancies in statistics such standardized test scores, high school graduation rates, college success rates between Black and Latino students and their White peers. Although the racial academic achievement gap refers to a crucial issue in today’s education sector, the gap is by no means a concern exclusive to education. Receiving a quality education greatly increases one’s ability to get a job, insure their financial future and plan for the success of future generations. In many ways, education is the key to improving the quality of life in low-income Black and Latino communities. As a form of capital, education passes from parent to child; if it not saved, nurtured and grown, it will die. Therefore, by giving communities the skills, information and resources to receive a quality education and help others to see the value in doing so, we can ensure the quality of life for future generations. Additionally, in a more globalized economy, measuring success through a comparison with other American students is no longer sufficient. We have begun tracking academic gaps between American students and others from around the world. We will not stop until all American students, be they Black, Asian, White, Latino, or Native American, are competing on par with their peers in Hong Kong, Finland, India, China, or Germany.
The Black Star Project works to promote awareness and understanding of the racial academic achievement gap by synthesizing and disseminating information about the gap. The following are key documents that we have compiled to do just this:
Finally, we would like to acknowledge that statistics, especially from Standardized Tests, can be misleading. We therefore encourage you to find out for yourself. Visit schools, talk to parents, teachers, administrators and, most importantly, talk to students about their experiences at school, what they’ve learned recently, and what they aspire to be when they grown up. Only then will you fully understand the problem, and only then will you be part of the solution!
Become a Member
We need your support! The Black Star Project is a 501(c)3 not-for-profit organization, and your donation is tax deductible to the full extent of the law. You can donate online with a credit card through this secure site.
Levels of Membership:
Friends of Progress
Guardians of Progress
Supporters of Progress
Champions of Progress
Sponsors of Progress
Contact our Development Director
You can select the “recurring donation” check box to become a $10 per month member and spread your payment throughout the year.
Benefits of Membership:
We keep our members updated with event invitations and the latest information on eliminating the racial academic achievement gap
With a donation of at least $50 we will send you a free copy of our comic book – “Educate or Die”
You can donate online with a credit card through this secure site
or you can mail a check to us at:
The Black Star Project 3509 South King Drive, Suite 2B Chicago, IL 60653
If you want more information about The Black Star Project or have any questions about membership, you can call Michael Crenshaw at 773.285.9600
The mission of the Black Sexual Abuse Survivors (BSAS) Web site is to serve as an online support group for black, adult males and females who were sexually abused as children.
BSAS is a non-professional, not-for-profit resource, where its participants provide support to each other online with their recovery from sexual abuse.
What is Sexual Abuse?
Sexual abuse is when a person (usually an adult, but can be another child/teen) forces or manipulates a child/teen into sexual activity, or uses the child/teen for his/her sexual gratification. This can include incest.
What is Incest?
Incest is sexual activity with a relative.
(Please note: Some individuals have expanded this definition to include non-blood-related, individuals who have a close relationship to the family or child/teen)
What are Sexual Abuse Survivors Recovering from?
They are recovering from being victims.
Post Traumatic Stress Disorder (PTSD): a psychological reaction occurring after experiencing a highly stressing event (i.e. wartime combat, physical violence, sexual abuse or a natural disaster) that is usually characterized by depression, anxiety, flashbacks, recurrent nightmares and avoidance of reminders of the event — abbreviation PTSD — called also post-traumatic stress syndrome.
Coping Mechanisms: The sum total of ways in which we deal with minor to major stress and trauma. Some of these processes are unconscious ones, others are learned behavior, and still others are skills we consciously master in order to reduce stress, or other intense emotions like depression.
Sexual Abuse Survivor: someone who has experienced sexual abuse but identifies his/herself as a survivor as opposed to a victim. A survivor has the desire to live and rebuild their life.
Perpetrator: A person who commits a sexual act against a child. This person can be a man, woman, child/teen. Despite a common myth, homosexual men are not more likely to sexually abuse children than heterosexual men are.
RESOURCES FOR HEALING
Please note, the following lists are not comprehensive. Listed below are the
top 10 resources recommended by BSAS.
Top 10 books recommended by BSAS:
•“African Americans and Child Sexual Abuse,” by Veronica D. Abney
•“Boys into Men: Raising Our African American Teenage Sons,” by Nancy Boyd-Franklin, Pamela A. Toussaint,
and A. J. Franklin
•“Broken Boys/Mending Men: Recovery from Childhood Sexual Abuse,” by Stephen D. Gruban-Black
•“The Courage to Heal: A Guide for Women Survivors of Child Sexual Abuse,” by Ellen Bass and Laura Davis
•“I Will Survive: The African-American Guide to Healing from Sexual Assault and Abuse,” by Lori S. Robinson
and Julia A. Boyd
•“Lasting Effects of Child Sexual Abuse,” by Gail Elizabeth Wyatt
•“No Secrets No Lies: How Black Families Can Heal from Sexual Abuse,” by Robin D. Stone
•“Racism & Child Protection: The Black Experience of Child Sexual Abuse,” by Valerie Jackson
•“Sexual Abuse in Nine North American Cultures: Treatment and Prevention,” by Lisa Aronson Fontes
•“Stolen Women: Reclaiming Our Sexuality, Taking Back Our Lives,” by Gail Wyatt
*For a comprehensive list of books on sexual abuse, click here: http://www.amazon.com/s/ref=nb_ss_b/
Top 10 web Sites
recommended by BSAS:
•Amanae: holistic non-touching bodywork specifically for those healing from trauma like sexual abuse.
•Black Women’s Health Imperative: national organization that focuses black women’s health. www.blackwomenshealth.org
•ChildHelp USA/National Child Abuse Hotline: a national organization that provides resources and support to abused children. www.childhelpusa.org
•Darkness to Light: a national nonprofit to designed to create public awareness and prevention of child sexual abuse. www.darkness2light.org
•Incest Survivors Anonymous (ISA): national 12-step support group for male and female incest survivors.
•Men Can Stop Rape: an organization to prevent rape and violence against women. http://www.mencanstoprape.org
•National Center for Victims of Crime: a national organization that provides resources and help for victims of crime. www.ncvc.org
•Rape, Abuse & Incest National
Network: one of the country’s largest networks for sexual abuse survivors; has 24-hour hotline (800-656-4673), has list of local rape crisis centers. www.rainn.org
•Survivors of Incest Anonymous: organization for male and female sexual abuse survivors. This organization may also include perpetrators. www.siawso.org
•Voices in Action: international organization for sexual abuse survivors; provides local referrals for help.
The Association of Black Psychologists: has
a national list of black psychologists.
Lawyers for Children America (LFCA)
151 Farmington Avenue, RW4A
Hartford, CT 06156-3124
One Voice the National Alliance for Abuse Awareness
PO Box 27958
Washington, DC 20038
202-667-1160 (phone); OVoiceDC@aol.com
Distributes a guide for survivors considering litigation and an attorney referral list.
Justice for Children
733 15th Street NW, Suite 214
Washington, DC 20005
***For a comprehensive list, go to:
- The C.O.W.S. YURUGU Study Session (Pages 421 – 490) on Friday, June 29th at 8:00PM Eastern/ 5:00PM Pacific
- The C.O.W.S. YURUGU Study Session (Pages 351 – 420) on Friday, June 22nd at 8:00PM Eastern/ 5:00PM Pacific
- The C.O.W.S. YURUGU Study Session (Pages 151 -210) on Friday 06/01/2012 08:01 PM EDT
- The C.O.W.S. YURUGU Study Session on Friday, May 18th 8:00PM Eastern/ 5:00PM Pacific
- The C.O.W.S. YURUGU Study Session (Pages 281 – 350) on Friday, June 15th 8:00PM Eastern/ 5:00PM Pacific
- The C.O.W.S. YURUGU 3rd Study Session (pages 100 – 150) on Friday, May 25th 8:00PM Eastern/ 5:00PM Pacific
- The C.O.W.S. YURUGU Study Session (Pages 211 -280) on Friday, June 8th 8:00PM Eastern/ 5:00PM Pacific
- Mama Marimba Ani speaks on the Spiritual Connectedness of Our children