A Powerful Reflection

I'd like to open this blog with an essential question:

This thought-provoking question was posed by Dr. Olufemi Fadeyibi of Uplift Educated during my attendance at his presentation at the Building Our Network of Diversity (BOND) Academy session held on the campus of Bowie State University in Bowie, MD. Dr. Fadeyibi's presentation was both informative and impactful, creating a major moment of reflection for me.

During my time at Bowie State University, I was struck by a powerful piece of artwork created by the sculptor Robert Cole. This sculpture, which sits in the middle of the campus, depicts a figure that one can only imagine was a slave, pulling and breaking the chains of bondage and forging into the wind of uncertainty.

This figure appears to be moving towards an unknown feat, but moving against the grain, and to what one can only assume is freedom. Walking from the parking lot to the classrooms for the two days I was on campus, I couldn't help but reflect on this sculpture. After hearing Dr. Fadeyibi's lesson, I thought about what it meant to me as I strive to answer his question.

However, it is important to acknowledge that not everyone shares this focus on uplifting Black and Brown males. Some might feel that this statement is exclusive and not inclusive, as it gives direct consideration and thought to Black and Brown males. There are negative and punitive stipulations that disproportionately affect these students. For instance, Black students, boys, and students with disabilities are disproportionately disciplined in K-12 public schools. According to a report by the U.S. Government Accountability Office (GAO), Black students accounted for 15.5 percent of all public school students but represented about 39 percent of students suspended from school. This overrepresentation highlights a significant disparity in how behavioral infractions are reported and handled.

The disparity extends beyond the school environment. Black and Brown males are disproportionately represented in the prison system. Research from the Prison Policy Initiative shows that Black Americans make up 13% of the general U.S. population but account for 37% of the people in prison or jail. This stark disproportionality underscores the vulnerability of these individuals compared to their peers.

This reality makes it even more critical for schools and educators to take on the mission of lifting up these students, helping them see themselves on a path to academic success and achievement. When failure occurs and they do not meet the standard, it is our responsibility to provide them with a path to learn, be resilient, and progress towards achieving that standard.

This is not a case of exclusivity. When we lift up the most vulnerable members of our community, the tide rises for everyone. By focusing on the needs of Black and Brown males, we create a more equitable and supportive environment that benefits all students. The common lift that results from addressing these disparities helps to build a stronger, more inclusive community where every student has the opportunity to succeed.

Personally, I found myself resonating with Dr. Fadeyibi's experiences. Like him, I once thought I would become an NBA basketball player, and if not that, perhaps a lawyer. However, in the in-between, I honestly had no plan. Later, I learned that one has a greater chance of being struck by lightning once, if not twice, before becoming an NBA basketball player. This realization brought me back to Dr. Fadeyibi's question and made me reflect deeply on the role I play as a school administrator, teacher, educator, and mentor.

As I pondered this question, I thought about the positive academic identity I strive to build in my students. I aim to foster an environment where they see themselves as engaged learners, dedicated and literate readers, critical thinkers, and individuals who value sweat equity. And dare I say, I encourage them to adopt a courageous Mamba Mentality, borrowed from the late Kobe Bryant.

Reflecting on my own son, Grayson, I realize the importance of ensuring that he views school as a place of certainty, strength, and joy. I want his identity to be wrapped in his academic success and curiosity. It is my responsibility to create an environment where he feels confident and excited about learning, where he can see his potential and understand that his efforts will lead to success. By fostering this mindset in Grayson, I hope to instill in him a lifelong love of learning and a strong, positive academic identity that will carry him through his educational journey and future endeavors.

It is crucial that this academic identity is tangible, one that Black and Brown males can verbalize and rationalize. They need to be able to have their goals verbalized to them, and then be able to name their goals and engage with them. This positive academic identity should also be reflected in the mirroring of their teachers. When students see educators who look like them and who have overcome similar challenges, it reinforces the belief that they too can succeed.

Representation matters, and having role models who share their background can inspire and motivate Black and Brown males to strive for excellence. This mirroring helps to create a supportive and inclusive environment where students feel seen, valued, and capable of achieving their highest potential.