Educating African American Men

In the last quarter century, the societal and economic circumstance of the African American young-be allowting(prenominal) in the US has been described to be steady deteriorating (Johnson, Farrell, & Braithwaite, 2001). There be an estimated 18 million African American men in the US today, entirely majority of this number encounter problems and challenges unique to the African American alliance (Independent Lens, 2007).Numerous studies choose surfacen that the rates of shallow failure, unemployment, homicide, incarceration, and new(prenominal) anti-social behaviors for African American viriles far go along those for their albumen, Hispanic, and Asian male counterparts (Johnson et al., 2001).Statistics from the means of arbiter show that African American victimization rates in 2000 al iodin were spicyer by 20% as comp ared to those in the widely distributed nation, age homicide rate for African Americans keep up been 5 times postgraduateer than that of the general population for several decades.Homicide has been the primary cause of termination for African American males between the ages of 15 to 34. And while the percentage of African American men graduating from college has virtually quadrupled since the passage of the 1964 Civil Rights Act, more and more African American males are earning their high shoal equivalency diplomas in prison each year instead of graduating from college (Independent Lens, 2007).The Bureau of Justice Statistics come on provide that less than one-half of African American boys graduate from high drill four years after entering the ninth grade. More than half of the US 5.6 million African American boys (below 18) live in fatherless households, 40% of which are impoverished.And while the ranks of professional African American men have experienced a wide increase in the last four decades (for instance, as of 2004 there were 78,000 African American male engineers, which was a 33% increase in 10 years), 840,00 0 African American men remain incarcerated, with the chances of an African American boy serving time increasing close to triadfold in the last three decades (Independent Lens, 2007).Related studies further support the evidence presented by the Bureau of Justice Statistics. Edelman and Offner (2006) in their study indicate that in privileged cities, more than half of all African American men do not finish high groom. In 2000, 65% of African American male high school drop push throughs in their 20s were jobless meaning, they were uneffective to find work, or were not adjudicateing work, or were incarcerated. By 2004, the number of jobless African American men increased to 72%, compared to 34% for Caucasian men, and 19% for Hispanic male high school dropouts. In 2004 as well, half of African American men in their 20s were jobless, and these numbers unfortunately include African American men who had earned their high school diplomas (Edelman & Offner, 2006).Furthermore, the movem ent of the labor force external from factory-based jobs has left unskilled workers of all races with fewer and fewer job options. As of 2004, 50% of African American men in their 20s who did not have a college preparation were jobless, while 72% of African American male high school dropouts remained jobless (Western, 2006).These stagger statistics perhaps sadly reflect the difficult demeanor that many African American men in the US have to face. The inequality and punishment that lower-income African American men must deal with on a daily basis has been much authenticated in many studies.These economic and social challenges may be rooted in the African American subculture, and would require an extensive analysis of the cultural patterns and behaviors.The statistics show the unemployment rate of lower-income African American males have in like manner shown that they do not receive the same manikin of prospect that their Caucasian counterparts may have however, the statist ics to a fault show that this status of being unemployed may be largely attributed to the lack of education of the African American male.Dropping out of high school, not completing a college education, incarceration all these are factors which sum up to the social and economic decline in quality of the African American male.As a way of addressing this social and economic deterioration of the African American male, this study allow for examine to draw up a breeding lodge which will allow for the African American heavy(a) male to achieve his fullest potential. The paper will seek to establish a system of adult education wherein African American males may have the opport whiz to elevate and improve their social and economic status in society.Section 11. BackgroundSubsection 1.1.1. Definition of a Learning CommunityThe concept of a encyclopedism companionship involves two distinct words which have been utilize in varying but traditionally let on contexts (Learning Community A Definition, 1998). The Encyclopdia Britannica defines knowledge as the alteration of behavior as a direct of individual experience. When an organism can comprehend and dislodge its behavior, it is said to learn (Learning, 2007).On the other hand, TheFreeDictionary defines fellowship as a group of organisms or populations living and interacting with one another(prenominal) in a particular environment. The organisms in a participation affect each others abundance, distribution, and evolutionary adaptation (Community, 2007).Taking the two definitions unitedly, a breeding residential district can then be understood to be an environment wherein a population lives and interacts with each other in order to perceive and change their behavior.Within the academic confineting, more particular(prenominal) definitions of a culture community have been provided for in introductory research studies. The concept has been defined as something situated in the context of education f or the young 4 or 5 years old until 17 years old as composing a group of students and at least one pedagogue who, for a while and motivated by popular vision and will, are active in the pursual of acquiring knowledge, abilities and attitudes (Learning Community A Definition, 1998).Kowch and Schwier (1997) in their study defines a tuition community as a collection of individuals who are bound together by natural will and a set of shared ideas and ideals (p. 1) and as composed of autonomous, independent individuals engaged by influencing each other with a attainment process (Kowch & Schwier, 1997, p. 1).Cross (1998) provides for a similar definition of learning communities as groups of people engaged in knowing interaction for the purpose of learning (p.4).In her outline, Kirby (2000) identifies distinguishable types of learning community types Technological learning community. This example involves students who are connected through technological communications. The educa tional course of study, which is linked to schools, is offered online to students.Community education involvement. This clay sculpture involves entire communities act in the operation of public schools and their educational outcomes. age group learning community. This last seat identified by Kirby involves students who go through an entire educational program or set of courses as cohorts. Student cohorts are students commencing a course of study in a particular year with a particular higher(prenominal) education provider (Glossary A-Z, 2007).A cohort learning community may be presented in different ways 1) college undergraduate students with the same major housed in the same dorm, with special arrangements provided for group study 2) courses taught as a unit, whether for a semester or a school year, with the same students enrolled in each of the classes in the unity 3) students beginning an academic program together, being open(a) to the same knowledge base, and flattually gra duating together (Kirby, 2000).Each of these three learning community models may be use in confused ways and at various educational levels. Past studies on learning communities have also identified different learning community models. For instance, Shapiro and Levine (1999) categorized learning community models as paired/clustered courses, crank gratify groups, team-taught programs, and/or residential learning communities.On the other hand, Lenning and Ebbers (1999) categorized learning community models as curricular, classroom, residential, and student-type. In their study, Freeman, Field, and Dyrenfurth (2001) integrate these previous models and have come up with four general categories for learning community modelsCollateral course-based learning community model. This stratum is identical to Kirbys (2000) cohort learning community model. Students may take two or more courses together as a cohort group. This model may involve only two classes or the students entire course pro gram for one or more semesters. Educational programs may be discipline-based or cross-disciplinary theme-based.Residential learning community model. Again, this is similar to Kirbys (2000) cohort learning model, in that students live together in the same house or dormitory. contrary Kirbys model however, this model proposed by Freeman, et al. (2001), does not needs require that the students take common classes or the same course.According to Shapiro and Levine (1999), the residential learning community model integrates the living and academic environment of the students refer.Freshman interest groups. This learning community involves entering a freshman with a particular subject interest, not necessarily in the same major, and allowing the freshman to take group or linked courses around that specific landing field of interest.Student-type learning community model. This learning model, such as honor students, and students with disabilities. It may or may not involve common cours es or living arrangements (Freeman et al., 2001).For purposes of this paper, it is significant to understand the definition of a learning community since the latter basically pertains to a group of learners. In this case, the particular group of learners are African American male adults. It thus becomes relevant to provide a background on what a learning community is in order to understand how to set about developing an appropriate learning community for African American male adults.It is noteworthy to point out that application of one learning community model does not necessarily mean the exclusion of another model or models. According to Freeman et al. (2001), a learning community may be incorporated by following either one model or a combination of models, or even an entirely new and different model.There is no mandatory or strict standard which must be followed since the needs of the student population or stooge audience will necessarily vary per environment. Rasmussen and m uleteer (1997) in their landmark study on learning communities provides for the following insightThe best design will depend on the institutional environment and the specific disciplines to be integrated as well as the characteristics of the faculty and students who will participate.The goal is to provide a richer range of learning experiences to our students and contribute to a more vibrant and supportive campus environment for students and faculty equivalent (Rasmussen & Skinner, 1997, p. 15).Regardless of the learning community model selected however, the essence of a learning community should be producing a collaborative, symphonious environment between the teachers and the students. It should allow for greater interaction of students with their teachers and peers. Correlational evidence shows that students who participate in learning communities display more intellectual growth and get more out of their education than less involved students (Cross, 1998).