<![CDATA[mater monstrorum - Research]]>Wed, 14 May 2025 14:08:56 -0700Weebly<![CDATA[Repost: Behaving While Black: A Hazardous Reality for African American Learners?]]>Wed, 15 May 2024 17:34:14 GMThttps://www.matermonstrorum.com/research/repost-behaving-while-black-a-hazardous-reality-for-african-american-learnersCitation
Webb-Johnson, G. (2003). Behaving While Black: A Hazardous Reality for African American Learners? Beyond Behavior, 3–7. Retrieved from https://search-ebscohost-com.xxproxy.smumn.edu/login.aspx?direct=true&db=aph&AN=14718065&site=eds-live

Summary + Notes

This article takes a look at the statistics for African American students who are identified as part of Special Education programs. Often African American students, particularly males, are over-identified and often receive harsher punishments than their white peers for the same offences. The article goes on to make 10 suggestions for action steps teachers can take. They are summarised below:
  1. "Stud your own personal, racial, cultural, and linguistic realities. Know who you are as a teacher" (Webb-Johnson, 2003, p. 6).
  2. "Study the cultural dimensions of African American youth" (Webb-Johnson, 2003, p. 6).
  3. "Study the contributions of African American people to the development of the United States and the world in an effort to transform the curriculum so as to present a more accurate and holistic story in pedagogical delivery" (Webb-Johnson, 2003, p. 6).
  4. "Read the emerging and continued research produced by the Center for Research on the Education of Students Placed at Risk" (Webb-Johnson, 2003, p. 6). 
  5. "Observe African American learners in their community settings as well as throughout the school setting" (Webb-Johnson, 2003, p. 6). 
  6. "Affirm African American youth on a daily basis through culturally enriched dialogue and recurrent messages" (Webb-Johnson, 2003, p. 6).
  7. "Demand and support standards of excellence as related to behavioral and academic expectations in classroom and school communities" (Webb-Johnson, 2003, p. 6). 
  8. "Meet potential student resistance to standards of excellence with patience, continued study, and expertise in culturally responsive pedagogy and culturally informed positive behavior support" (Webb-Johnson, 2003, p. 6). 
  9. "Teach African American learners to study and do homework daily" (Webb-Johnson, 2003, p. 6).
  10. "Talk to African American learners and their families to discover and pursue potential passions and talents among learners as these relate to curriculum content and instructional strategies" (Webb-Johnson, 2003, p. 7).
]]><![CDATA[Repost: The Effects of Code Switched Reading: Research and Practical Application]]>Wed, 15 May 2024 17:07:03 GMThttps://www.matermonstrorum.com/research/repost-the-effects-of-code-switched-reading-research-and-practical-applicationDue to the nature of this post and its inclusion of embedded materials, I have chosen to simply link to the archived site. Please, however, engage with the post here if you so choose. 
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