Chapters 6 and 8 of The Trouble with Black Boys

As I read this chapter, one major thing that stuck out to me was his statement, "I argue that schools must seek ways to create more humane learning environments, both to counter escalating violence and to transform social relationships within schools, so that those who spend their time there feel less alienated, threatened, and repressed."

This directly correlates with a unit I do in my classroom using Jodi Picoult's best-seller Nineteen Minutes. Nineteen Minutes is about a school shooting, but in her typical fashion, she works through the event showing all sides, including the shooter's. This is a long novel, but my kids like it because it is modern, they can relate to at least one, if not many characters, and it keeps their interest with twists in the plot. However, the greatest thing that I see coming from it, are the conversations we have in the midst of discussions. It's interesting to see them think through the social workings of their school and peers, as well as "walk in someone else's shoes" through the book. I definitely recommend reading this book, as well as teaching it!

I also found it really interesting that he says, "When public schools were being developed in northeastern cities during the latter part of the nineteenth century, their architecture, organization, and operation were profoundly influenced by the prevailing conception of the asylum." This idea and his following description made me laugh, because while it is an interesting fact, some days I do feel like I work in an insane asylum between the teachers and teenagers! (Obviously kidding, but hey, if you have to read this, you might need a laugh or two...)

I didn't enjoy the reading about the student who brought the gun to school in an effort to protect his father, although I think it is very telling. The push to make school rules and consequences black and white, one size fits all, no exceptions is not good for our students. In that particular situation, someone should've been stepping in to help the student, not figure out the punishment according to the handbook. It further enhances his argument that schools must humanize the learning environment rather than do the opposite.

I find that as I have read more and more in this class, the achievement gap discussed in chapter 8 should better be referred to as something like a "school serving gap". It is not necessarily that minority students are not achieving or are unable to achieve, it is that they are underserved. Those achieving are the ones the school is serving best. The paradigm shift in changing our thinking to that idea would be revolutionary for some teachers and schools. Additionally, I felt that most of the beginning of Chapter 8 reiterated much of what we have read in other articles and sources, even citing some of them.

He further re-states this idea by saying, "As is true in all of society, the other side of racial inequality at BHS is racial privilege...Disparities in student achievement are most likely to be attributed to factors related to student motivation. The various ways in which the operations of schools serve to reproduce and maintain racial disparities in academic achievement are less likely to be considered in discussions about the achievement gap."

I feel like he has set up all the research thus far in a very practical and understandable way. He has enabled me to see things from others' perspectives that I haven't considered or encountered thus far. I am interested to read Ch. 10 and see what sorts of practical solutions he suggests (at least, I am hoping he suggests some practical ways to help! This wouldn't be a great book if it just showed how awful the world is without a glimmer of hope!).

Have a great week!