Deck 3: Understanding African American Children and Adolescents

Question 1

Reflect back over the education that you experienced as an adolescent. Did it include contributions from both thehistorical and contemporary Whites and the African Americans? If so, was each culture covered adequately? Could your study of these valued cultures have been covered more completely? Explain.

Answer 1

As an adolescent, my education did include contributions from both historical and contemporary Whites and African Americans. However, I do not believe that each culture was covered adequately. The historical contributions of both cultures were briefly mentioned, but the depth of understanding was lacking. The contemporary contributions were also not given enough emphasis, and I believe that there was a missed opportunity to delve deeper into the impact and influence of both cultures on society. I think that my study of these valued cultures could have been covered more completely by incorporating a more diverse range of perspectives, experiences, and voices from both White and African American communities. This would have provided a more comprehensive and nuanced understanding of the complexities and richness of these cultures. Overall, I believe that there is always room for improvement in how we approach and teach about different cultures in education.

Question 2

African Americans possess certain learning styles which enable them to learn more efficiently. Discuss these particular learning styles.

Answer 2

African Americans possess certain learning styles that have been shown to enable them to learn more efficiently. One of these learning styles is known as "kinesthetic learning," which involves physical movement and hands-on activities. This style of learning is often seen in African American students who may benefit from interactive learning experiences, such as role-playing, demonstrations, and real-life applications of concepts. Additionally, African American students have been found to excel in "oral tradition" learning, which involves storytelling, group discussions, and verbal communication. This learning style reflects the cultural practices of many African American communities, where oral storytelling and group discussions are valued forms of knowledge transmission. Finally, some studies have suggested that African American students may also exhibit a strong preference for visual and auditory learning, which involves the use of visual aids, videos, and music to enhance their understanding and retention of information. Overall, these particular learning styles reflect the diverse cultural and historical backgrounds of African American students and can be utilized to create more inclusive and effective learning environments.

Question 3

What are some of the concerns/issues confronting educators in their development of curricula which can interfere with the educational achievement of African Americans? How can educators develop their school practices to enhance learning and self-esteem?

Answer 3

Some of the concerns and issues confronting educators in the development of curricula that can interfere with the educational achievement of African Americans include the lack of representation and diversity in the curriculum, cultural bias and stereotypes, and the absence of culturally relevant teaching materials. When African American students do not see themselves reflected in the curriculum, it can lead to disengagement and a lack of motivation to learn.

To enhance learning and self-esteem for African American students, educators can develop their school practices in several ways. Firstly, they can incorporate diverse perspectives and voices into the curriculum to ensure that African American history, culture, and contributions are accurately represented. This can help students feel valued and seen in the classroom. Additionally, educators can provide culturally relevant teaching materials and resources to make learning more engaging and meaningful for African American students.

Furthermore, educators can create a supportive and inclusive classroom environment where all students feel respected and valued. This can be achieved through fostering open and honest discussions about race and identity, addressing any instances of discrimination or bias, and promoting a sense of belonging for all students. By actively working to understand and address the specific needs of African American students, educators can create a more equitable and empowering learning environment that supports their educational achievement and self-esteem.

Question 4

Discuss the inequities which exist today for the African American population. How does health insurance play a part in this disparity? What can be done to improve these differences, and more important, how can you as an educator influence these changes?

Question 5

Discuss the injustices and potential problems created by viewing African Americans as a homogenous group. Consider the role of influences such as geographic location, socioeconomic factors, gender, familial connection, and individual attributes.

Question 6

From birth, an African American baby's life expectancy is________shorter than a white baby?

A) 5.5 years
B) 6.5 years
C) 3 years
D) not any
E) 7 years

Question 7

Which of the following characteristics tend to be typical of African American children?

A) a tendency to be primarily non-verbal communicators
B) an inclination to express a lack of respect for their elders
C) a sense of individual concern rather than a collective concern
D) all of the above
E) none of the above

Question 8

African American females may learn better through the following methods:

A) negative consequence behavior systems
B) positive consequences behavior systems
C) competitive atmospheres
D) cooperative atmospheres
E) b and d only

Question 9

The National Urban League has proposed which educational solutions for African American male achievement?

A) shorter school days
B) large group tutoring
C) all-male schools
D) all of the above
E) none of the above

Question 10

Because African American children are sometimes told that their language is demeaning and substandard, these learners develop the following:

A) a lower self-concept
B) the impression that "different" is "wrong"
C) feelings of being unappreciated and misunderstood
D) all of the above
E) a and c only

Question 11

When planning educational strategies for African American children and adolescents, the following factors should be taken into account:

A) African American learners are language-deficient
B) family ties tend to be extended
C) a tendency to not make eye-contact while listening
D) all of the above
E) b and c only

Question 12

What is the fastest growing religion in the United States today?

A) Islam
B) Christian
C) Buddhist
D) Jewish
E) Alternative

Question 13

What can be done to improve the academic achievement of African Americans?

A) understand that the child's "disadvantaged" home is responsible
B) understand that there are language "differences," not "deficits"
C) look for successful role models and get them involved
D) focus on abstract learning before concrete learning
E) b and c only

Question 14

Some of the factors that determine socio-economic status are:

A) prestige
B) income
C) power
D) education
E) all of the above

Question 15

According to Campbell Jones (2002), a "crisis of credibility" is often felt by African American learners because of:

A) deficient language skills
B) many broken promises
C) lack of stereotyping
D) too large an extended family
E) none of the above

Question 16

African Americans freely immigrated to the U.S. in hopes of escaping oppressive conditions.

Question 17

A major disconnect happens for African American learners after middle school.

Question 18

The widening achievement gap is likely related to differences in educational spending and teacher quality.

Question 19

To avoid inequities, it is vital that educators look at African American females and males from different perspectives.

Question 20

Historically, the choice of instructional materials and the degree of encouragement provided by schools has had little to do with the lower achievement of African American learners.

Question 21

Favoring concrete learning rather than abstract learning is likely to be a more successful educational plan for African American learners.

Question 22

An African American's identity development is often extremely injured in homes headed by grandparents.

Question 23

African American dialect is a cultural trait which should be valued.

Question 24

Religion, language, economics, and family structure may all be highly important to consider when evaluating the needs of the African American learner.

Question 25

Williams (2007) describes "cultural disconnect" as the process by which African American learners are relegated to particular classes because educators do not understand their culture.