Professional Documents
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#MSUMRW16
MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
M E S S AG E F R O M T E D E PA R T M E N T C H A I R
Todays Black Male Summit is an important event aimed not only at acknowledging the need to
bolster the inclusion of young Black men in our nations schools and colleges but also at providing
a forum for sharing resources and strategies for accomplishing this goal. Framing this event as
about relationship building signifies the universal importance within education of the critical
connections to be made between student and teacher/professor. Relationship building is doubly
important in cases where the student is a young Black man who, for a variety of reasons, may not
find classrooms to be hospitable spaces.
I congratulate the three scholars from the Department of Teacher EducationDorinda Carter
Andrews, Terry Flennaugh, and Chezare A. Warrenwho developed the idea for this event and
secured funding to support it. As one of the sponsors of this event, the Department of Teacher
Education is proud to call these three professors our colleagues. We are grateful to them for investing
their energies and skills in bringing this event to fruition.
I am sorry that I cannot be with you today, but applaud your investment of time, caring, and
commitment to developing strategies for advancing the academic success of the young Black
men whose present and future contributions are essential to building more just and inclusive
communities.
Best,
MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
EVENT PURPOSE
Research in both P-12 school settings and higher education report greater student outcomes and improved
academic efficacy for Black males when they have strong, productive interpersonal connections with multiple
school stakeholders including peers, faculty, staff, and administrators (Carter Andrews, 2015; Cothran,
Kulinna, & Garrahy, 2003; Fergus, Noguera, & Martin, 2014; Flennaugh, 2015; Harper & Associates,
2014; Harper & Associates, 2014; Roderick, 2003; Strayhorn, 2008; Warren, 2015). Discussion centered on
developing and maintaining stakeholder relationships with Black male students is too often un(der)addressed
in conversations aimed at improving their achievement in school and sense of belonging. This includes
focused strategic planning and trans-contextual collaborations meant to develop the capacity of institutional
actors to establish environments that reduce threats to Black male academic success and inclusion. This
day-long summit brings together students, P-12 and postsecondary educational practitioners, community
stakeholders, academic professionals, and university faculty to interrogate the significance of interpersonal
relationships with Black male students, and strategies to cultivate those relationships across the P-20
educational pipeline.
This convening aims to provide multiple school stakeholders (i.e. faculty or teachers, professional staff such
as social workers, counselors, college advisors and student affairs professionals, and P-12 and university
administrators) with the practical knowledge and intellectual perspectives needed to develop approaches
for building and maintaining interpersonal relationships with Black male students and families. Our hope
is that the summit will lead to institutional practices that ultimately increase instances of Black males
success in school, broadly conceived, and affirmation of these young mens cultural brilliance in the
educational environment. Finally, we anticipate the summit will facilitate mentorship and relationshipbuilding opportunities between Black undergraduate men attending Michigan State and Black male students
attending local middle and high schools.
MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
CONVENERS
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
SUMMIT SCHEDULE
8:00 a.m.
Registration & Continental Breakfast
Erickson Hall
Lobby & Kiva Foyer
8:30 a.m. 9 a.m.
Welcome and Summit Overview
Erickson Kiva
9:15 a.m. 10:20 a.m.
Focus Group Viewings
Erickson Kiva
10:30 a.m. 11:20 a.m.
Breakout Session 1
Erickson Classrooms
11:30 a.m. 12:20 p.m.
Breakout Session 2
Erickson Classrooms
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
K-1 2 ST U D E N T T R AC K S C H E D U L E
8 a.m. 9:00 a.m.
Registration & Continental Breakfast
Erickson Hall
Lobby & Kiva Foyer
8:30 a.m. 9:00 a.m.
Welcome and Summit Overview
Erickson Kiva
9:10 a.m. 9:50 a.m.
Session 1
Session 2
Session 3
Session 4
MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
SESSION DESCRIPTIONS
Session Title:
Can You Help Me? Exploring the development of authentic relationships with
Black males that promote and facilitate their academic and socio-emotional
success.
Session Description
The K-12 schooling experiences of Black males are often characterized as a pipeline to prison. Black males
are suspended and expelled from school at higher rates than any other racial group. The failures that Black
males face in K-12 schools limit their opportunities as adults to become active participants in the workforce;
instead many become participants in crime, unemployment, and the criminal justice system. This session will
explore how a middle and high school in Detroit uses authentic relationship building, restorative practices,
and academic mentoring to cultivate a positive and academically enriching schooling experience for Black
males; and how these strategies are working to decrease the discipline referral, suspension, and expulsion
rates of Black males at this school.
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
Session Title
Developing Relationships is the Key to Success: How the Todd A. Bell National
Resource Center on the African American Male Fosters Students Personal and
Academic Success
Session Description
The Todd A. Bell National Resource Center on the African American Male (BNRC) hosts annual programs
for African American male students at the Ohio State University to establish relationships with faculty,
staff, and current students and to enhance the students connectedness to the university. The interactive
presentation will focus on several programs (Early Arrival Program, Success Coaching, Leadership Institute)
implemented by the BNRC that impacts the retention, graduation rates, and increased sense of community
amongst undergraduate African American male students. Strategies to increase engagement between
universities and African American male students will be discussed.
Session Title
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
1 0 : 3 0 A . M . 1 1 : 2 0 A . M . B R E A K O U T S E S S I O N : O N E
A) Session Title:
Session Objective(s):
Understand the history of and contemporary models for living-learning programs in American
higher education
Work in diverse teams to discuss and develop concepts for infusing relationship-building into
existing/new programs
Learn general strategies for developing positive relationships with and creating inclusive
educational spaces for Black college men
Primary Audience: Postsecondary
B) Session Title:
Session Objective(s):
Discuss the contributions of participatory research roles and contemporary youth literacies in
creating culturally affirming classroom and school environments
Describe how to enact strategies, approaches, and perspectives to establish and maintain
stakeholder relationships with Black male youth that assert young mens roles as participants
and contributors across academic communities
Primary Audience: K 12th grade
C) Session Title:
Session Objective(s):
Describe an overview of hip-hop culture as a basis for learning and healthy classroom
environments
Primary Audience: K 12th grade
D) Session Title:
Session Objective(s):
Describe how negative stereotypes of Black males obscures teachers ability to see them as
relational beings, and thus compel practitioners to deemphasize fostering a positive learning
relationship with their Black male students
Broaden participant toolkit of relational teaching strategies with early-adolescent and
adolescent Black male students
Primary Audience: 3rd 8th grade
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
1 1 : 3 0 A . M . 1 2 : 2 0 P. M . B R E A K O U T S E S S I O N : T W O
A) Session Title:
Session Objective(s):
Discuss the contributions of participatory research roles and contemporary youth literacies in
creating culturally affirming classroom and school environments
Describe how to enact strategies, approaches, and perspectives to establish and maintain
stakeholder relationships with Black male youth that assert young mens roles as participants
and contributors across academic communities
Primary Audience: K 12th grade
B) Session Title:
Session Objective(s):
Describe how negative stereotypes of Black males obscures teachers ability to see them as
relational beings, and thus compel practitioners to deemphasize fostering a positive learning
relationship with their Black male students
Broaden participant toolkit of relational teaching strategies with early-adolescent and
adolescent Black male students
Primary Audience: 3rd 8th grade
C) Session Title:
Session Objective(s):
Identify strategies for becoming more actively involved with undergraduate African American
males at their college/institution
Identify strategies for integrating programs which provide African American male students the
confidence and skillset to be successful at a predominately white institution
Primary Audience: Postsecondary
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
D) Session Title:
Session Objective(s):
Participants will learn how to use restorative practices to cultivate positive relationships with
middle and high school Black males
Participants will leave with strategies that can be used to create, cultivate, and sustain authentic
relationships with Black males
Primary Audience: K 12th grade
E) Session Title:
Session Objective(s):
The sessions aim is to stimulate ideas about equitable collegiate policy and practice that derive
from Black undergraduate mens narratives about what it means to be a man
Primary Audience: Postsecondary
2 : 1 0 P. M . 3 : 0 0 P . M .
A) Session Title:
B R E A KO U T S E S S I O N : T H R E E
Session Objective(s):
Understand the history of and contemporary models for living-learning programs in American
higher education
Work in diverse teams to discuss and develop concepts for infusing relationship-building into
existing/new programs
Learn general strategies for developing positive relationships with and creating inclusive
educational spaces for Black college men
Primary Audience: Postsecondary
B) Session Title:
Session Objective(s):
Describe an overview of hip-hop culture as a basis for learning and healthy classroom
environments
Primary Audience: K 12th grade
CO L L E G E O F E DUCAT IO N | 11 |
MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
B R E A KO U T S E S S I O N : T H R E E CO N T I N U E D
C) Session Title:
Session Objective(s):
Identify strategies for becoming more actively involved with undergraduate African American
males at their college/institution
Identify strategies for integrating programs which provide African American male students the
confidence and skillset to be successful at a predominately white institution
Primary Audience: Postsecondary
D) Session Title:
Session Objective(s):
Participants will learn how to use restorative practices to cultivate positive relationships with
middle and high school Black males
Participants will leave with strategies that can be used to create, cultivate, and sustain authentic
relationships with Black males
Primary Audience: K 12th grade
E) Session Title:
Session Objective(s):
The sessions aim is to stimulate ideas about equitable collegiate policy and practice that derive
from Black undergraduate mens narratives about what it means to be a man
Primary Audience: Postsecondary
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
B R E A KO U T S E S S I O N S P E A K E R B I O G R A P H I E S
MR. MAURIELL AMECHI
Mauriell H. Amechi is the inaugural director of the Community Outreach, Retention, and
Engagement (CORE) Program at the University of Minnesota Twin Cities. In this role, he
coordinates the Huntley House for African American Men, a living-learning community
that supports 15 first-year students each academic year with the objective of creating a sense
of belonging and facilitating opportunities for personal and academic growth. An emerging
scholar-practitioner in higher education, his research agenda spans three areas: (1) the
stratification of college opportunity for foster youth and other underrepresented populations,
(2) the role of school counseling and student support programs in postsecondary access,
retention and completion, and (3) campus climate issues. Amechis most recent publication
appears in the edited volume, Advancing Black male student success from preschool through
Ph.D. A native of Chicago and Ph.D. candidate at UW-Madison, Amechi received his B.A.
from the University of Illinois at Urbana-Champaign, and M.A. in higher education and
student affairs from the Ohio State University.
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
Dr. Lewis is principal of Henry Ford Academy: School for Creative Studies, a college prep
middle/high school located in the heart of Detroit. He was also the founding principal
of Henry Ford Academy: Elementary School located in the Boston Edison community in
Detroit. An accomplished urban educator, Dr. Lewis taught as a fifth grade teacher, middle
school math teacher, and an alternative education teacher at the secondary level. Dr. Lewis
has presented his research findings in urban education at a host of conferences, most notably
the American Education Research Association and Piaget Society Conference. Prior to
his principalship at the Henry Ford Academies, he was manager of teacher leadership
development for Teach For America for which he received the Core Value Team award for
his unwavering commitment to effectively developing young educators. In 2013 Dr. Lewis
was recognized by the Michigan Chronicles 40 Under 40 and was recently selected to the
third cohort of the nationally recognized America Achieves Fellowship for Teachers and
Principals. He is also the author of a chapter in the book Mentoring African American
Males: A Research Design Comparison Perspective, which was published in 2014.
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
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MAKING RELATIONSHIPS WORK: A SUMMIT ON BLACK MALE ACADEMIC SUCCESS AND INCLUSION
NAMES OF SPONSORS
MSU College of Education, Department of Teacher Education, Office of the Provost,
Office of the Vice President of Student Affairs, MSU Neighborhoods, Office of Inclusion and
Intercultural Initiatives, and Residence Education and Housing Services.
STEERING COMMITTEE
Chezare A. Warren, Ph.D.
Dorinda Carter Andrews, Ed.D.
Terry Flennaugh, Ph.D.
Genyne Royal Ph.D.
Theodore Ransaw, Ph.D.
Thaddeus Stegall
Darrius Gregory
Lorri Jenkins
ACKNOWLEDGMENTS
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