Articles

Boys in Poverty and High School Dropout

References to Articles of significance:

Alexander, K.L., Entwisle, D.R., & Horsey, C.S. (1997). From first grade forward: Early foundations of high school dropout, Sociology of Education, 70 (2), 87-107.

Abstract:   In tracking the educational progress of a sample of Baltimore school-children from entrance into first grade in fall 1982 through early spring 1996, the authors examined the children's personal qualities, first-grade experiences, and family circumstances as precursors to high school dropout. Logistic regression analyses were used to identify predictors of dropout involving family context measures (stressful family changes, parents' attitudes, and parents' socialization practices), children's personal resources (attitudes and behaviors), and school experiences (test scores, marks, and track placements). These various measures were found to influence dropout independently of socio-demographic factors and account for much of the difference in the odds of dropout associated with family socioeconomic status, gender, family type, and other "risk factors." The authors take a life-course perspective on dropout, viewing it as the culmination of a long-term process of academic disengagement.

          Semeniuk, I. (2013). How Poverty Influences a Child’s Brain Development, The Globe and Mail. Retrieved on January 27, 2013 from:

http://www.theglobeandmail.com/technology/science/brain/how-poverty-influences-a-childs-brain-development/article7882957/

Smith, E. (2005). Failing Boys and Moral Panics: Perspectives on the Underachievement Debate, British Journal of Educational Studies, 51 (3), 282-295.

Abstract: The paper re-examines the underachievement debate from the perspective of the ‘discourse of derision' that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse -- from a reinterpretation of examination scores, to the conflation of the concepts of 'under' and 'low' achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachievement.

O'Connor, E. & McCartney, K. (2007).  Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development, American Educational Research Journal, 44, (2), 340-369.

Abstract:  The purpose of the present study is to examine associations between quality of teacher-child relationships from preschool through third grade and children's third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher-child relationships and achievement. Second, high quality teacher-child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher-child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher-child relationships fostered children's achievement. Implications for educational practice are discussed.

Robinson, J. & Biran, M. (2006). Discovering Self: Relationships Between African Identity and Academic Achievement, Journal of Black Studies,  37(1), 46-68.

ABSTRACT: The present study explored connections between African identity, study habits, and academic achievements. Correlation analyses, using data from 96 Black high school students, indicated multiple connections between these factors. The most important finding was that a sense of collective identity, a sub-factor of African identity, was positively related to academic achievement. Implications of the results for the improvement of school curriculums and environments are discussed.

Sharkey, P. (2009) Neighborhoods and the Black White Mobility Gap, Economic Mobility Project, Retrieved on March 3, 2013 from:

http://www.pewtrusts.org/resource_library_search.aspx?keyword=neighborhoods

Weismann, J. (2012). Occupy Kindergarten: The Rich-Poor Divide Starts with Education, The Atlantic, Retrieved on March 3, 2013 from:

http://www.theatlantic.com/business/archive/2012/02/occupy-kindergarten-the-rich-poor-divide-starts-with-education/252914/

Chapter 5 - Social Development

 

Patterns of Socialization: roles of aggression and competition and the influence of media as a provider of role models indicates a need for high level of supports.

Patterns must be taught through interactions with others~ observations, imitation, coercion, persuasion, reward, punishment, instruction, and example.

 

CHANGE in Family structure: Over the last 30 years activities that were once single-gendered have disappeared. Single parenthood creates undue stress on all involved and time is limited.  Many fathers are absent from their children's lives and children of divorce "lose something fundamental to their development-- family structure, the scaffolding upon which children mount successive developmental states, which supports their psychological, physical, and emotional ascent into maturity" is crushed. 

 

 Role and Gender Identity: 

ROLE> what you do- the part you play in society. "I am a teacher."

GENDER> what you think a man or women is-- what it means to be masculine/feminine.

 

In poverty, boys and girls are often without immediate role models. Without a community of men, a boy is likely to look elsewhere for role models... he seeks a "tribe" to which he can belong, thus, the increase in gangs, drugs, alcohol, etc. 

 

Boys need relationships with adults who offer support,

have high expectations,

insist on quality work, &

enforce social and emotional behaviors.

Boys need relationships with teachers that are based on

MUTUAL RESPECT!

Students feel respected when adults challenge them to succeed,

give attention to their particularities,

are responsive to their needs,

and foster positive expectations!

Teachers must give students positive feedback, empowerment and a sense of self worth!

 

Boys feel the pressure to grow up but do not know what to do with their lives. 

Boys in foster care MUST go out into the world at 18- ready or not!

 

Boys in school

 Boys aren't as likely as girls to do homework, to participate in class, or generally want to please the teacher.

Boys don't usually "affiliate" with school or adults.

Boys allegiance is usually to other boys.

Boys tend to challenge the teacher.

Researchers believe this is due to the fact that females tend to remain with the family while the male leaves. 

 

 MEDIA- creates a view for men

The bumbling fool....

 Although adults know this is a joke, children think the dad is just dumb.

 

The girl must be sexy....

Sadly, boys and girls think that this is they way it must be.

The man must be tough and bad...

Even the title..."I'm not afraid"  promotes toughness!

OTHER Media forces:

If you cry... You better do it alone!

Destroy your enemy... You must win!

Males must be physically fit!

These messages are significant because, as we have read, the male brain processes everything BUT it is often incapable of evaluating what it takes in. While adults can distinguish fact from fiction, children aren't always so savvy.

TV  & Video games are baby sitters. This creates desensitization because the stimulation becomes more and more to the point of overload and nothing shocks children anymore.

 

POVERTY & Social Development

Lack of bridging and building capital-- How does a female teach a boy to interact with other males? Poverty is feminized. 

 

Impediments cause by health issues-- Social development opportunities are restricted in poverty. 

 

Absence of support for organized sports-- a primary socialization tool is limited if you do not have the financial resources or support system to participate. 

 

Lack of experience with teamwork-- typical poverty based conflict resolution is zero sum- I win: You lose. Cooperating with a team while competing can be a foreign concept.

 

Absence of collective efficacy--neighborhoods impact the violence and many times in poverty their is no trust or responsibility

 

Scarcity or inability to work-- work for males in poor neighborhoods is often intermittent and unstable. It is a "job" not a "career."

 

 Devaluation of education-- the poverty neighborhood does not value an educated man. They value a man who can fight, provide protection, and is sexually potent.

 

 

 WHAT CAN EDUCATORS DO??

 

  

 

Chapter 4- Cognitive Development of Boys

PHYSICAL EDUCATION is IMPORTANT

Intensive physical activity actually enhances and increase learning. During demanding physical activity, the brain produces "miracle grow" chemicals and structures that help one learn more! 

(John J. Ratey)

• BMI and Physical Activity explain up to 24% of variance in academic achievement.

• Academic ratings are correlated with exercise levels.

• Appropriate PE programs raised standardized test scores from below to 17-18% above in Pennsylvania and the incidence of fighting dramatically declined.

• In Kansas after a one year daily PE program, suspensions dropped 67%.

Time should be devoted everyday to PE, recess, and unstructured play. New studies state there should be 15 minutes of movement for every 45 minutes of instruction!

WINDOWS of OPPORTUNITY

As a child approaches puberty, learning rate slows. The connections that are not found useful are eliminated. If the brain doesn't receive certain stimuli at appropriate times, these networks don't develop. It is true... "Use it or lose it." As the window of opportunity tapers off, the ability to perform certain tasks diminishes.

LANGUAGE and VOCABULARY:

There is a SIGNIFICANT male developmental lag in acquisition of vocabulary and language skills. Most girls develop their verbal skills as much as one to two years ahead of boys.

The male developmental lag is often ignored in schools: whether a boy is 5 years and 11 months old, or is barely 5, the curricular expectations are the same. This sets the stage for failure in the areas of reading and writing.

As an Educator... we must provide DIRECT instruction in vocabulary. Marzano states we must:

1. present a brief explanation of the term
2. present a nonlinguistic representation of the new term
3. ask students to generate their own explanation or description
4. ask students to create their own nonlinguistic representation
5. periodically ask students to review the accuracy of their terms/explanations 

Along with self image and self esteem, a child's vocabulary, more than ANY OTHER single factor will determine how successful he or she will be in school and in life!! WOW!!!!!

Other important Cognitive Issues to note....
Boys are deductive thinkers
Girls are inductive thinkers

Boys do not want to let a task go, once they have taken it on. They are not being stubborn, they genuinely NEED to finish one task before beginning another.

 

Being aware of these factors is NOT enough... We must build relationships with our boys (especially those in poverty).

Nurturing relationships can change genetic activity!

Learning is directly related to relationships-- 

it is "Double Coded"... content coded and emotionally coded.

Curriculum & Instruction is Content.

Motivation is Emotional.

Educators must build relationships early on to activate this motivation. 

These relationships need to occur by the 3rd grade when most patterns of learning are set. 

If at-risk students perceive a teacher to be cold and controlling they refuse to learn.

Generational Poverty adds another dimension to these already tricky circumstances:

• Low Birth Weight- impacts brain develoment

• Allostatic Load- stressors affect memory

• Substance Abuse

• Environmental Toxins

• Food Insecurity & Hunger- reduced protein affects intelligence

• Absence of emotional connection and touch

• Fear and scarcity- parents of poverty make 2 negative comments for every positive one...professional parents make 6 positive for every one negative comment

• Underdeveloped executive function-no awareness of the abstract world of school

• Under/over stimulation- loud, overcrowded home environment

• Language deprivation-  Children in poverty hear 13 million words by the time they are 4...Children in professional households hear 45 million! Four year olds in a professional household have more vocabulary than ADULTS in welfare homes.

Chapter 3 -Emotional Development

"The brain is a feeling machine that thinks, not a thinking machine that feels."

The Human BRAIN

Boys brains are hard wired for doing-

Girls brains are hard wired for talking-

What does that mean for an educator?

Boys genuinely do not understand feelings. They need "think time" to process discipline. 

We can provide them a quiet place to sit (preferably in a rocking chair,so they are engaged in movement) with a glass of water to dilute Cortisol-the stress hormone. 

When it's time to talk about the event, take a walk while having a conversation. A boy is more likely to talk when they're engaged in an activity.

EMOTIONS

Boys are usually emotionally illiterate- they cannot identify, recognize, or name emotions. 

They cannot decipher situations or behaviors that cause certain feelings.

The less they understand--- the more they fall prey.

What does that mean for an educator?

Teachers should help students (boys) develop a "Feeling-Word Thesaurus". Teaching these feeling synonyms directly, which can be used during writing and character sketches, can also provide a base for their own feelings. (Thesauruses are excellent tools for use by the principal & counselor.)

"Feeling Word Thesaurus"---(examples)

Feeling Powerful: aware, proud, respected

Feeling Peaceful: content, thankful, secure

Feeling Joyful: happy, playful, excited

Feeling Scared: afraid, frightened, trapped

Feeling Sad: tired, depressed, bored

Feeling Mad: angry, upset, hateful

ANGER IS A BOY'S DEFAULT EMOTION. 

When they're hurt- they are mad. 

When they're embarrassed- they are mad. 

When they're sad- they are mad.

(On a personal note, I am the mother of a son.  My home is usually packed with boys.  As I type this I am at an athletic event with 5 boys (including my son) aged 10-16.  To experiment, I asked the boys to provide me with synonyms for the feeling words- "powerful, peaceful, and joyful". I said,"suppose you feel powerful...what's another way to say that?" (Cue crickets) My son finally, responded and he was only able to give one word answers. Two of the boys said, "I don't understand!"  I attempted to explain but was met with blank stares.   I then asked for feeling words associated with "mad" and immediately they all began to respond, "p-o'd", "angry", "destructive", etc. MAD was the only feeling they related to. I was amazed at their lack of intuitiveness. ALL of these boys are in the top of their classes,making "A's" and "B's.")

SHAME-
Boys will do just about anything to avoid feeling shame.
Guilt results from doing but Shame results from being who you are.
Educators must be aware of what cause a boy shame so as to be sensitive to his needs.

RISK TAKING-
To prove he is just as strong as others, a boy takes risk-- to avoid shame.
This manifests itself through drug and alcohol use, being in a gang, bullying, and even committing a crime.
Consequences include trouble at school but also serious legal consequences.

ABUSE & TRAUMA-
Abused children are 25% more likely to suffer delinquency, low academics, mental health issues, and drug use.
Abused and neglected children are 11 times more likely to be arrested as juveniles.
When you are a victim of physical or mental abuse, you quickly learn the power of control and manipulation-- because they keep you safe.

An awareness of these issues and an understanding of the causes of a boys behavior, makes us better able to meet the needs of boys within a classroom and school setting.

Chapter 2 -- Physical Development of Boys

Studies show that the developmental differences between boys and girls affect learning. Testosterone has a significant impact on the development of the brain and "contributes to a very different trajectory for boys"

For an overview of these dramatic differences see this Prezi:

http://prezi.com/lwpywtjpjo1w/chapter-2-boys-in-poverty/?auth_key=c836dbf7af1ab3c2471a8fd21873d535124d3ab2&kw=view-lwpywtjpjo1w&rc=ref-572119

 

 

Generational Poverty affects Boys' Physical Development through:

Inadequate diet-- reduced protein, fruits & vegetables

Sexual illiteracy-- tools for dealing with issues are seldom provided

Unhealthy Living Conditions-- lack of medical and dental care, place for play, etc.

Lack of safety-- in 2009 15% adolescents in poverty believed they would die before age 30

 

 

WHAT CAN WE DO??

Chapter 1- Impact of Generalizational Poverty

Resource Needs Assessment Recommended for K-12 each year for each student to include data regarding:

1. Financial Resources- adequate to meet needs
2. Language Resources- able to write and speak formally
3. Emotional Resources- choose and control responses
4. Mental Resources- cognitive and acquired skills needed
5. Spiritual Resources- meaning for life/hope/optimism
6. Physical Resources- physical health and mobility
7. Support Systems- family, friends, backup resources
8. Relationships and role models- frequent access to positive adults
9. Knowledge of hidden rules - unspoken cues & habits of a group

 

 

Boys In Poverty-Book discussion

This book, written by Ruby Payne and Paul Slocum, addresses the Achievement Gap of boys in poverty and their increasing drop out rate.

From the Introduction---

Interesting and disturbing facts surround dropouts:

Approx 75% of state inmates did not complete high school

A male high school graduate with a "D" average is 14 times more likely to be incarcerated than a graduate with an "A"

Dropouts cite a lack of connections to meaning or significant relationships

Over the course of a lifetime a high school grad earns $260,00 more than the dropout

Even the Army no longer accepts enlistees with GEDs alone

The attached photo shows all of the Red Flag behaviors that are indicators of students who are at risk for dropouts.