UCLA’s Dr. Howard and Son Spread the Message of Black Boy Joy to SIUE East St. Louis Charter High School
A change in perception, narrative and values – among other things – is needed to create a new educational mindset and system that will unapologetically nurture and encourage Black males. Tyrone C. Howard, PhD, and his son, Jaleel R. Howard, presented the virtual seminar, “Radical Care to Support Black Boy Joy in School,” to administrators, instructors and other stakeholders of the Southern Illinois University Edwardsville East St. Louis Charter High School (CHS) on Friday, Feb. 19.
“We’ve seen too many of our peers and young men not reach their full potential,” said Howard, “not because they don’t have the capacity, but because they are not given the opportunities.” Howard is a professor in the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA). He is the founder, and director of the Black Male Institute at UCLA. He is also the inaugural director of the UCLA Pritzker Center for Strengthening Children and Families and the director of the UCLA Center for the Transformation of Schools at UCLA.
“Radical care for Black boys is a core of beliefs, ideas and practices that see the best in Black boys and recognizes their promise and potential,” said Jaleel Howard. “Such care should be rooted in empathy and a commitment to seeing the best in Black males.” Jaleel, who holds a master’s in education, is a UCLA doctoral student in the Graduate School of Education and Information Studies. A former English teacher, Jaleel has extensive knowledge of classroom supports and accommodations for instructional practice that enhance learning for underrepresented students.
“We, at the SIUE East St. Louis Charter High School, love our Black boys and are proud of them,” said CHS Director Gina Jeffries. “We are pleased to have Dr. Tyrone Howard and his son, Mr. Jaleel Howard, speak to us and give us more insights on how to better support Black boys.”
“Radical care starts from the premise that Black boys are brilliant, joyous and wonderous,” added Jaleel. “It is also a deep-seated care that is culturally sustaining and rooted in anti-Black racism.”
“We have to change the narrative around Black boys as being angry, hostile, frustrated and aggressive,” commented Howard. “Those are negative stereotypes that have persisted for too long. Our young men want the same thing that all other children want. They want to laugh, play and love, but that part of their humanity doesn’t get talked about.”
When society does recognize and pay adulation to Black males, it’s typically based on stereotypical expectations and beliefs, according to Howard.
“In this country, we have this love-hate affair with Black boys and young men,” he acknowledged. “We love them when they are athletically inclined, docile, passive and quiet. But we often find ourselves threatened when they are intelligent, expressive, demonstrative, upset and want to challenge the status quo.
“When Black boys can run on the football field with unbridled passion or excel on the basketball court, we cheer them on, love them and elevate them. But why don’t we share that same passion, conviction and emotion in the classroom? I maintain this is the tension that educators have to come to grips with.”
Howard further stated that many educators have a “deep-seated fear” of Black boys and young men. “If you fear any group of young people, you will never be able to connect with them,” he explained. “When Black boys are six and seven years old, they have already been typecast as being aggressive and hostile. This has got to change.”
“We talk about what’s right with boys,” interjected Jaleel. “What are the assets and unique characteristics of Black boys? How can we learn from these Black boys? What are some of the areas that schools can improve upon to support and help Black boys flourish?
Jaleel recalled his experience as a teacher, and what he was told on his first day. “I was warned about 5-6 students and 90% of them were Black. I was told they were disruptive and needed to be watched. Dante was the one boy in particular that I received the most negative feedback.”
It was during a back to school night that Jaleel saw Dante differently. “He was protective. He made sure his mother and sister had food and water, and were taken care of,” he recalled. “From that point on, I had an asset-based perspective of Dante. I put Dante in charge of the transitions of our class. He stood, took charge and handled things. That protective trait has continued since I met him in seventh grade until now. I am currently in Houston, Texas, and when we lost power, electricity and more, the first person I heard from before any family and friends was Dante.”
Specifically, how can educators give radical care to Black boys? Some of the Howards’ recommendations included:
- Interrogate your own preconceived notions
“Black boys are most likely than any other groups of boys to be ‘adultified.’ We see eight and nine-year-old children and assume they are 15-16 years old,” said Howard. “These are not just preconceived notions of white people.”
- Replace micro-aggressions with micro-affirmations
“The role micro-aggressions play in the classroom is daunting,” Howard explained. “One young man told his teacher that he had been admitted to Howard University, and she didn’t believe him. One way to combat micro-aggressions is through micro-affirmations. Use small compliments to affirm and uplift such as, ‘I’m glad to see you today. I appreciate you being here. We missed you yesterday. I appreciate your brilliance.’”
- Address racism when it surfaces
“We don’t talk about safety for Black boys: emotional, psychological and physical,” said Jaleel. “One way we do that is by addressing racism when it surfaces. Why are only Black boys being kicked out of classrooms. We see it everyday and ignore it. It’s time to address it.”
- Talk with Black boys and not at them
“We talk at our Black boys,” continued Jaleel. “We say things like, ‘Stay out of trouble. Make sure your grades are good. Make sure you’re representing the basketball team well.’ But few are taking time to engage in a dialogue with Black boys and find out when things are good or bad. I know it’s a radical idea, but we would see more feedback from our students, if we talked to them.”
“You don’t have to have the same racial background to connect with Black boys,” informed Howard. “This is not bound by skin color, but in the hearts and minds, and willingness to connect with young people.”
“I hope we’ve given you something to think about, a strategy to try, a book to read or something,” challenged Jaleel. “Let’s improve experiences for Black boys. Let’s transform our spaces for Black boys, because they need and deserve it.”
The SIUE Charter High School is a school-of-choice for families in the East St. Louis School District 189. The mission of the Southern Illinois University Edwardsville East St. Louis Charter High School is to prepare students who are career- and college-ready upon graduation. To achieve this mission, the school and its staff will positively impact the educational and economic lives of East St. Louis, Illinois youth through individualized instruction in core academic subjects, exploration of career interests and aptitudes, assistance in realizing students' talents, high academic goals, and expectations that graduates will become competitive employees for the 21st century.
Photo:
(L-R) Tyrone C. Howard, PhD, and his son, Jaleel R. Howard, presented the virtual seminar, “Radical Care to Support Black Boy Joy in School.”