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Black Studies 4 Week 10 Notes - Battle


Black Studies 4 Week 10 Notes - Battle Black Studies 4

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About this Document

All lecture and section notes from Week 10 of BL ST 4 with Professor Battle, including TA Mario Galicia's presentation on his research
Critical Introduction to Race and Racism
Class Notes
Black Studies, BLST, BLST 4, Battle, UCSB
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This 5 page Class Notes was uploaded by on Thursday June 2, 2016. The Class Notes belongs to Black Studies 4 at University of California Santa Barbara taught by Battle in Spring 2016. Since its upload, it has received 10 views. For similar materials see Critical Introduction to Race and Racism in Black Studies at University of California Santa Barbara.

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Date Created: 06/02/16
Tuesday, May 31, 2016 Week 10 Lecture 19 - May 30, 2016 - No classes; Memorial Day Section - May 31, 2016 - Final exam study prompts hand-out - Review of “Broken Windows” Zero-tolerance, three strikes • - Zero-tolerance policies made it so school districts could pay to help hire additional security guards and police officers- thus, educational programs begin losing fundings and is depleted while money for police officers increases. Police presence on the streets and on school grounds • More harmful than beneficial; having police presence and punishment/ discipline is given to them rather than the school principal/guidance counselor/ administrators. Police are given free reign from the streets to school campuses- amp up punishment to scare the kids rather than changing their demeanor from the street to the school - Puts the kids further behind in school - These types of policies do not work; the harsher you are on the student, the more days there are that they are away from the classroom. If a student is not in their seat, the school does not get funding for that kid on that day, the student is not receiving the information needed to receive an education - What we need: patience and empathy, understanding • White t-shirts, jerseys, tennis shoes = Zero-tolerance. Just by wearing certain types of clothes you may be punished. Crimes can be enhanced to felonies based on being associated somehow with a gang, being listed on the gang database • As an article, it suggest that if you have one broken window and you let it go, there is a high likelihood that another window will be broken - “Push-out” vs. “Drop-out” 1 Tuesday, May 31, 2016 • Drop-out: assumes it is by choice, lack of effort, lack of discipline, lazy • Push-out: a student that leaves their school before graduation, through the encouragement of the school. Students may be pushed out of school because their presence in the school creates difficulty in meeting some goal of the school. - For example, in the case where funding for the school is dependent upon scholastic achievement of the students, if the school can get rid of low- performing students, average test scores on academic performance tests will go up, thus increasing funding. Schools may push-out truant students, who formally enroll in classes, but then refuse to attend. - Marginalized from being able to participate in community programs, on campuses, etc. Lecture 20 - June 1, 2016 - Mario Galicia (TA) Presentation: Observing The Effects of A School-Based Gang and Violence Intervention Program • Schools and Race - Segregation • More segregation today in our public schools than before the Brown v. Board decision to desegregate in the 1950s - Rise in private education, charter schools; in reaction to the Brown v. Board decision • Passive-aggressive towards the B v. B ruling; “we don’t want to integrate, we refuse” so you set up shop in a private area where you determine membership yourself - School Discipline and Push-Out Phenomena • Disproportionate suspension rates for Black and Latino students Impedes access to education • Schools with high suspension rates = schools with low standardized test • scores 2 Tuesday, May 31, 2016 - Access to funding is dependent on standardized test scores in order to “qualify” for the funding. If low test scores continue, those school districts are taken over by the state, government comes in a sets the new standards • Increases likelihood of youth becoming involved with justice system • Zero tolerance policies have yet to demonstrate improvements to student behavior - Actually helps contribute to the School-to-Prison Pipeline - School-to-Prison Pipeline • Results from the “School Discipline and Push-out phenomena” - Disproportionate suspending rates for Black and Latino/Chicano students; keeping them from their own educational experience • Greatly affects graduation rates; employment, and may other socio-political forces • Terms - “Broken Windows” - refers to policing theory that helped influence: • 3 strikes, zero tolerance laws/policies; stop and frisk, etc. • Contributes towards pipelining students of color through tough punitive measures, coupled with lack of institutional support - Zero-tolerance - imposes automatic punishment for infractions of a stated rule, with the intention of eliminating undesirable conduct - Institutional failure - when an institution creates policies that negatively impact/ target specific groups of people • Failing to provide people with a proper recourse for proper success • Literature Review - “The student voices within the program demonstrate how institutional bridging and the beliefs and practices driving the work of the program provided various opportunities t transform participants’ perceptions and actions in the quest to reengage in school and provide hope for a more promising future” (Conchas, Rodriguez, 2009) - From “Learning to Labor, to Preparing for Prison” (Rios & Galicia, 2013) 3 Tuesday, May 31, 2016 - Being labeled or marked for minor transgressions would place the boys at the risk of being granted additional, more serious labels (Rios & Galicia, 2013) - Jim Cummins: incorporating minority students’ culture and language; including minority communities in the education of their children, pedagogical practices operating in the classroom, and the assessment of minority students (Cairney, 2000) • Demographics - Coastal Valley High School - 1858 total students • Latino/a - 529 females - 522 males • 56% total White • - 342 males - 314 females • 35% total • Combine for 92% of schools population - 66%, and 26%, respectively, district-wide • Coastal Valley High School - 5 year ethnographic research study observing a school-based gang & violence intervention program - 5 years of field observation: • Ex: Homeboy Industries, Inc., USC, UCLA - 24 interviews of 8 individual students; administered biennially - Latino males; 14-17 year old at the time of their initial participation in the program - Identified for program by school district administrators with assistance from counselors and teachers - Over 60% Latina/o student population 4 Tuesday, May 31, 2016 - “Pushed Out” • Zero tolerance - Supports School-Prison Pipeline • Cultural hegemony • Results: From “learning to labor” to “preparing for prison” (Rios & Galicia, 2013) - The Chicano/a Education Pipeline • 100 Elementary School students —> 46 graduate high school —> 26 enroll in college —> 8 graduate with a B.A. degree, 17 go to a community college —> 1 transfers to a 4-year college, 9 go to a 4 year college, —> 2 earn a graduate or professional degree —> 2 graduate with a doctoral degree - “Pulled In” - What “Works” • Safe Space and Place • Culturally relevant pedagogy/programming • From “Institutional Failure” to “Institutional Bridging” • Critical Pedagogy as a Transformative Tool for Youth Participants • Cultural Pivot (teachers & learners) • Institutional Bridging - Schools, teacher, student, families, police, local businesses, etc.; bridging between all of these aspects/institutions- must collaborate Intervention/Prevention, not suppression • • Restorative Justice - Accountability, responsibility and reflexive action • Patience, communication, understanding and love… together they help breed empathy 5


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