Black Boys and Special Education

By Cassandra Mack

How The Language That Teacher’s Use To Describe Black Boys Often Serves As a Precursor for Referrals To Special Ed

Black boys as a whole experience a disproportionate amount of school failure.  It is well documented that Black boys have the highest dropout rates, poorest achievement, and lowest test scores nationally. Further, they are sorely under-represented in gifted and talented education programs and over-represented in special education. Even the language that teachers and school personal uses to describe black boys have more negative implications than the language used to describe their white male counterparts when dealing with the same behaviors. Here are just a few examples:

• When black boys call out in class, refuse to comply with a teacher’s request or are not actively engaged in the learning material they are generally described as disruptive, oppositional, defiant and unmotivated, when their white counterparts exhibit the same behaviors they are generally described as verbally expressive, strong-willed and differently-abled learners.
• When black boys move around a lot and exhibit a great deal of physical energy in the classroom they are generally described as hyper, unfocused and inattentive, when their white counterparts move around a lot and exhibit a great deal of physical energy they are generally described as energetic and kinetic.
• When black boys become visibly upset in class and confront or argue with a teacher, generally they are described as threatening and intimidating, when their white counterparts become visibly upset and confront or argue with a teacher they are generally described as having a bad day or needing a moment to regroup.
• When black boys are extremely introverted and do not participate much in class they are generally described as unmotivated and at-risk thus in need of special services or an IEP evaluation, when their white counterparts exhibit the same behaviors they are generally described as fragile thus needing extra care and nurturance.

In many of the nation’s middle schools black boys were three times as likely to be suspended as white boys given the same set of circumstances and the same infractions, particularly when it comes to issues such as: fighting, abusive language and classroom disruption.

Why should we as parents, particularly parents of black boys be concerned about the language that teachers often use to describe our sons? Simple, because this type of language is often a precursor to prematurely and inaccurately referring black boys for at-risk services, IEP’s and special education services. As a parent, you must be vigilant about the labels you accept for your black son, especially when it is well documented that black boys are disproportionately tracked for special education services. As a parent, you must be informed and active in the life of your child’s academic tenure.

Even more, you must be your son’s biggest advocate. Never believe for a second that the “professionals” know more about the social, emotional and intellectual well-being of your child than you do. Never believe that the professionals have more of a vested interest in your child’s success and healthy development as you do. Never believe for a second that your child is unreachable or destined to fail simply because his core area of genius has not yet been discovered. If you learn nothing else from this article, learn to….Watch Your Mouth.

Your words have power. The words that you accept as truth will influence how you raise and nurture your children. Each and every one of us on this planet has a core area of genius regardless of the IQ, social environment, or challenges. It is your job as a parent to uncover and bring forth the genius that your child possesses.

Allow me to conclude by reminding you of the biblical verse in John 1:1 which goes:…In the beginning was the word and the word was with God. If you believe this to be true, then speak words of confidence and encouragement, over your black son no matter what it looks like in the natural. Speak to his genius and not the label. In short, address the condition, but nurture the promise and potential.  It’s your life, your child, just my take on the issue.

Until next time,

Cassandra Mack, MSW

http://www.strategiesforempoweredliving.com

Copyright © 2011 by Cassandra Mack. A portion of this article was excerpted from Cassandra Mack’s book in progress, “Put The Label On The Table: Strategies To Bring Out The Genius In Your Special Needs Child.”