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Igniting Potential: Countering Stereotype threat and elevating the Academic Identity for Black and Latino Boys

Session 1
Dr. Olufemi Fadeyibi — Lower Merion High School/UpliftEducate Consulting

Overview of Presentation:

This presentation provides an in-depth look at an in-school mentoring program aimed at closing the achievement and opportunity gaps for Black males compared to other demographics. Drawing on insights from my action-research dissertation and extensive experience as an administrator, the program offers proven strategies for improving academic outcomes for Black and Brown boys.

Objectives:

Boost Academic Self-Confidence: Share actionable strategies to enhance the self-confidence of Black and Brown adolescent male students, which is strongly correlated with improved academic outcomes.

Counter Stereotype Threat: Demonstrate how integrating racial-ethnic identity, cultural pride, and embedded achievement throughout U.S. history can empower Black and Brown males.

Highlight Program Outcomes: Showcase statistically significant improvements in academic self-competence, GPA, behavior, and students’ Possible Future Selves, along with their broader implications.

Key Concepts:

Racial-Ethnic Identity: Refers to individuals' thoughts, attitudes, and beliefs about their racial or ethnic group. Affirming this identity is critical for the program’s success.

Cultural Pride and Embedded Achievement: Central to countering stereotype threat and fostering sustained academic engagement.

Results:

The mentoring interventions have demonstrated statistically significant success in:

Academic Self-Competence: Increased belief in students' academic abilities.

GPA Improvements: Statistically significant gains in academic performance.

Behavioral Changes: Enhanced conduct and school engagement.

Future Aspirations: Development of clearer and more aspirational visions of students' Possible Future Selves.

Focus Areas of the Presentation:

Theoretical Framework:

Explore key theories such as embedded achievement, cultural pride, stereotype threat, and racial-ethnic identity.

Use visuals from Donovan’s World: 25 Crucial Lessons Empowering Black and Latino Boys to illustrate these concepts.

Program Outcomes:

Present data on the program’s success in enhancing academic and behavioral outcomes.

Discuss broader implications for student achievement and equity.

Implementation and Sustainability:

Provide practical guidance on creating, maintaining, and scaling similar mentoring programs or safe spaces in diverse educational settings.

Conclusion:

This presentation equips educators and practitioners with the tools to replicate successful mentoring initiatives. By fostering academic identity, countering stereotype threat, and affirming racial-ethnic pride, schools can help Black and Latino males unlock their full academic potential and achieve sustainable success.

Conversational Practice

We will frame all sections of the presentation around the essential question: To what extent is a school responsible for building the academic identity of its most vulnerable students or to what extent is a school responsible for building the academic identity of Black and Latino students? We will use strategies such as think-pair-share, four corners, and a semantic differential scale activity that engages participants with differing perspectives in public discussions, encouraging them to provide rationale and justification for their answers.

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