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Black America 2013: Hook in and Hook Up

By Julianne Malveaux

malveaux

(TriceEdneyWire.com) - How will African-American people improve our situation in 2013? Right now, we have higher unemployment than any other population in our nation, less wealth, higher school dropout rates, and more crime in our communities.  Dr. Martin Luther King, Jr. once said that African-American communities had twice the number of negatives and half the number of positives in our country.  While the numbers may have shifted somewhat, it is still true that we are more likely to experience negative consequences (teen pregnancy, incarceration, crime) and less likely to experience positives (college graduation, high net worth).

Those of us who focus on public policy will look at past discrimination and ways it manifests itself in the present.  We will look at the way race-neutral public policy has a racial impact (for example, changing the terms of the Parent Plus loan hits wealth-poor, credit-challenged Black families disproportionately).  We will suggest ways to close gaps, some of which may include ways that government investment, such as job creation and job training, can help close these gaps.  And we will be right.

Whether or not we fall off the fiscal cliff (negotiations are taking place even as I write this), the focus on the level of debt our nation faces suggests that tax reform will reduce tax deductions, some in ways that may increase income inequality, and that spending cuts are imminent.   Many of these cuts will be in social programs and educational spending.  Again, some of these cuts will widen, not narrow, the wealth and income gaps.

What does this mean for Black America in 2013? Pretend that it is Groundhog Day, if you saw the movie.  The protagonist wakes up every day to the same day when everything happens the same way.  If you keep doing what you have been doing, you’ll keep getting what you’ve been getting.  For a Black American this means that if we keep looking external without looking internal, not much will change for Black people.

Yes, it will change for some of us. Those who are educated, middle class, well-networked  and disciplined are likely to find significant opportunities in our stagnant economy because even stagnant economies churn and create new opportunities.  But it won’t change much for those who are less educated, working class, unnetworked and undisciplined, or some combination thereof.   Education, networks, and discipline can be fixed.  But few have an interest in fixing these things in Black America except for Black Americans.  So what are we going to do?

Susan Taylor has been a passionate advocate of mentorship in the African-American community.  She began the work when she was editor-in-chief at Essence Magazine and left the magazine to expand her reach in that area.  She continues to advocate mentorship and to teach us how to be mentors. Her work supports education, networking and discipline.

Similarly, in Southeast Washington, DC, Cora Masters Barry leads the Recreation Wish List Committee and works with the Southeast Tennis and Learning Center to nurture more than 150 young people (full disclosure – I am treasurer of the Wish List Board) year-round.  Students are trained in physical fitness through tennis, and are encouraged in their academics through learning.  Most board members have hands on relationships with our young people, who are held to the highest standards.  Again, this work supports education, networking and discipline.

Most historically Black colleges do the same thing, bringing corporate partners to campuses and exposing students to the many ways they can access employment opportunities.  In many cases, the entire campus offers students  entorships, education, networking and discipline.

When people tell the story of the American Dream, they talk about the many ways that hard work will help someone transcend class.  They emphasize hard work.  People who earn the minimum wage work hard.  People who make ends meet on public assistance work hard.  but, it’s not just about hard work.  It’s about hard work and the hook up.

A corporate leader who is a wonderful friend once said that she could use her position to hook up women and African- Americans who needed a hand up.  She also indicated that the hook up could help individuals. But we also - and always - need a hook into public policy decisions that affect our nation.

That means we need a seat around every table where public policy is being made, whether on issues of race, or on issues that seem race-neutral.  We should be talking about the deficit, about tax reform, about government spending.  We should be talking about international affairs, about world areas of conflict, about our fluctuating currency.  As long as we live in this flawed nation, all issues are Black issues.

Even with the hook in, we need to offer the hook up.  That means embracing or mentoring a child.  That means providing an opportunity to someone who is unemployed.  That means supporting education through contributions to colleges, but also by providing help to individuals.  It’s the same hymn  book we’ve been singing from for more than a century.  Now we need to sing with more energy.

Things won’t change in Black America unless some of us do.  We need to both hook in and hook up!

Ebony's Terry Glover, Veteran Magazine Executive, Dies at 57

terryglover

Special to the Trice Edney News Wire from Target Market News

(TriceEdneyWire.com) Terry Glover, managing editor of Ebony magazine and veteran publishing executive, died in her Chicago home on December 24. Glover, 57, had been battling colon cancer for the past two years.

A widely respected editor throughout the publishing industry, Glover was well known for her work in both the print and digital arenas. "Terry was the heart and soul of the Ebony team," said Amy DuBois Barnett, editor-in-chief of Ebony. "She was one of the best editors I've ever worked with, and had a lovely kind demeanor and a fabulous sense of humor. The Ebony team will feel her absence every single day."

Johnson Publishing Co. chairman, Linda Johnson Rice, said "Terry touched many with her warm spirit and glowing smile during her six years with Johnson Publishing. Her contributions to Ebony were innumerable and her passion shone through in everything she did. Terry will be greatly missed."

A native of Indianapolis, Glover grew up and attended high school in St. Louis before moving to the Chicago. She earned a B.A. in Communications from Northwestern University and a M.S. in Journalism from Roosevelt University. During her 20-year career in publishing, she held numerous positions including managing editor at Savoy magazine, Chicago editor for Uptown magazine, digital editor for Playboy.com and writer for the Chicago Tribune.

Glover joined Ebony as a senior website editor of EbonyJet.com in 2006 and was promoted to managing editor of Ebony in 2009.

"She was really about moving the black community forward on all levels -- especially on an artistic level," said a longtime friend, filmmaker Barbara E. Allen. "She was dedicated to the arts, and her work has had a such profound influence."

Ebony plans to print a memorial to Glover in the next issue. "Terry is completely irreplaceable," Amy DuBois Barnett said. "We will find someone to fill in her editorial functions, but in terms of the glue she was for our team, that's not replaceable. All of us at Ebony loved her."

Mrs. Glover is also survived by her husband of nearly 20 years, Kendall Glover, and their daughters, Parri Finister and Maya Glover. The family is planning a celebration of her life to take place in early January.

A Black Girl in an Asian World - Educational Program Opens Opportunity for Global Growth by Maya Allen

allenpracticingmarshallarts

Taylor Allen is taking full advantage of learning Korean culture in Daegu.

allen in daegu

Taylor Allen is excited about the cultural exchange in Korea. But, sometimes it's challenging.

allenwithkoreannative

Allen posing next to Korean native.

A Black Girl in an Asian World
Educational Program Opens Opportunity for Global Growth

By Maya Allen

(TriceEdneyWire.com) - Being a young, African-American woman, completely immersed into a 12-month fellowship in South Korea, one of the most homogenous countries in the world, is not a task that just any individual can take on.

It is a task that 22-year-old Spelman College graduate Taylor Allen has set her mind to and achieved. Her fearlessness and independence has allowed her to step outside the boundaries and borders of the United States that many never cross.

“Being a black woman who graduated from a historically black college like Spelman, where they charge us to have the mantra of changing the world, I felt like I needed to broaden my worldly perspectives. I decided not only to just take a short trip but to actually live in another country abroad,” she said in an interview.

A native of Portland, Ore., Allen had never been outside of the U. S. before landing in South East Asia. She knows that being conscious of today’s society and its ever-changing world is vital. Her experience abroad is allowing her to understand other cultures and become a world citizen.

Allen is a recipient of the prestigious Fulbright Scholarship, a post-grad fellowship that allows her to teach conversational English classes to over 1000 students per week at a private Christian high school in Daegu, South Korea.

She chose the Fulbright program for many reasons. One of them is because it is the only teaching assistance program that would actually allow her to live in a Korean community with a homestay family, reinforcing complete immersion into the country.

She explores their racial, ethnic, and gender differences through her teaching experiences and also through her daily interactions with other Korean teachers, friends, and family members.

“I knew that as a woman of color coming to South East Asia would be a complete culture shock. It’s something I did to challenge myself. I knew that we are a minority in South East Asia and I wanted to start to think about the intersections of difference between being an African-American woman and being Korean, trying to see how those worlds and cultures have commonalities and differences.”

African-American college students make up only 2.9 to 3.5 percent in study abroad programs when last measured in 2006, according to Medill Reports, “Open Doors,” which is an annual publication of the Institute of International Education. “During the same time period, Caucasian students averaged 83 percent of those studying abroad, the report states.

Allen chose to challenge the norm and she encourages her other African-American counterparts to do the same.

“I didn’t come with that many expectations, which I think is a good thing,” she says. “You don’t want to come to a new country thinking that you’re going to do specific things because that’s such an exceptionalist idea, which I believe many Americans have. I came here and I immediately just had to adjust.”

Allen believes experiences abroad will not only broaden one’s worldly perspective, but also broaden one’s understanding of one’s self.

“Be open to everything when it comes to food, language, the way you dress and present yourself. You have to be completely open to changing yourself and who you are. That will allow you to have the most beneficial experience.”

Allen’s teaching experience has been an eye-opening experience thus far. She describes it as a “totally different world.” The music, humor, and conversations are all distinctive to the Korean culture. When teaching her students, she literally crosses all cultural barriers, trying to meet them where they are in order to facilitate an enjoyable classroom experience.

“I have to be open to learning about them and what they like, which I tailor my lesson plans to.” Allen’s life outside of the classroom has also been an intriguing experience.

“Of course I feel like a minority, but in Korea it’s interesting because they do not emphasize color and race as much as they emphasize beauty. If Koreans think you’re beautiful, they’re probably not going to say anything about your race. Here in Korea they seem to be very concerned with body image, so it’s not inappropriate to comment on one’s body or weight. My students actually get in trouble for putting on fake eyelashes or putting on makeup in class. The first thing they’ll say is, ‘teacher you have a very glamorous body.’”

Glamour translates into ‘You are slender.’ In America, if someone said, “Oh teacher, you have a nice body,” it would be considered inappropriate. In Korea, her students comment on her body all the time, it’s almost like a commonplace.

Allen has grown used to the everyday stares she feels walking down the Daegu streets. She actually hears, “‘You are so pretty, you are so beautiful,’” verses, “‘You’re Black,’” she says. “I think racism and thinking about Black and White is a lot more prevalent in the United States. They definitely see me as a foreigner, but their standards of beauty supersede thinking about race. That’s only because it’s such a homogenous country. I stick out in a crowd but I have not been treated differently.”

One of the biggest challenges Allen has faced in Korea has been depending on others for simple tasks, such as setting up her own international bank account.

“It’s like a continuous war. I always tell myself I can figure it out, but then I realize that I do need help.”

This eye opening experience has inspired her to make learning the Korean language her priority. She also plans to travel to at least six more South East Asian countries in hopes of learning how cultural differences impact our everyday lives.

Allen will attend law school after her fellowship and explore public interest law. “I want to study law that actually helps and works for the greater good of people. It could be human rights international, civil rights, immigration, or education. Whichever calls me, I will do.”

She is considering getting her masters in public policy as well.  She knows that this will empower her to think critically about situations and circumstances while also having the educational degree to become a global change agent.

“You can take advantage of being abroad for one year, but there’s so much more you can learn about yourself in two years. Everyday is a challenge and I’m sure that in two years I would grow and learn so much more about myself. Living in another country for a long period of time reveals so much about yourself.”

Allen has started to make a community and network of people in Korea in order to learn from them. She has a language exchange once a week where she speaks with two other Korean teachers who are learning English. Together they talk about different controversial issues in Korea, which teaches her so much about the country.

“I think those types of experiences and this type of knowledge couldn’t come anywhere else when you are interacting with the people. Everyday is different and every day my interactions are different in a way that I feel is really fulfilling, even if it is challenging sometimes.”

Editor's Note: The writer of this article is the sister of Taylor Allen.

 

 

A Black Girl in an Asian World - Educational Program Opens Opportunity for Global Growth by Maya Allen

allenpracticingmarshallarts

Taylor Allen is taking full advantage of learning Korean culture in Daegu.

allen in daegu

Taylor Allen is excited about the cultural exchange in Korea. But, sometimes it's challenging.

allenwithkoreannative

Allen posing next to Korean native.

A Black Girl in an Asian World
Educational Program Opens Opportunity for Global Growth

By Maya Allen

(TriceEdneyWire.com) - Being a young, African-American woman, completely immersed into a 12-month fellowship in South Korea, one of the most homogenous countries in the world, is not a task that just any individual can take on.

It is a task that 22-year-old Spelman College graduate Taylor Allen has set her mind to and achieved. Her fearlessness and independence has allowed her to step outside the boundaries and borders of the United States that many never cross.

“Being a black woman who graduated from a historically black college like Spelman, where they charge us to have the mantra of changing the world, I felt like I needed to broaden my worldly perspectives. I decided not only to just take a short trip but to actually live in another country abroad,” she said in an interview.

A native of Portland, Ore., Allen had never been outside of the U. S. before landing in South East Asia. She knows that being conscious of today’s society and its ever-changing world is vital. Her experience abroad is allowing her to understand other cultures and become a world citizen.

Allen is a recipient of the prestigious Fulbright Scholarship, a post-grad fellowship that allows her to teach conversational English classes to over 1000 students per week at a private Christian high school in Daegu, South Korea.

She chose the Fulbright program for many reasons. One of them is because it is the only teaching assistance program that would actually allow her to live in a Korean community with a homestay family, reinforcing complete immersion into the country.

She explores their racial, ethnic, and gender differences through her teaching experiences and also through her daily interactions with other Korean teachers, friends, and family members.

“I knew that as a woman of color coming to South East Asia would be a complete culture shock. It’s something I did to challenge myself. I knew that we are a minority in South East Asia and I wanted to start to think about the intersections of difference between being an African-American woman and being Korean, trying to see how those worlds and cultures have commonalities and differences.”

African-American college students make up only 2.9 to 3.5 percent in study abroad programs when last measured in 2006, according to Medill Reports, “Open Doors,” which is an annual publication of the Institute of International Education. “During the same time period, Caucasian students averaged 83 percent of those studying abroad, the report states.

Allen chose to challenge the norm and she encourages her other African-American counterparts to do the same.

“I didn’t come with that many expectations, which I think is a good thing,” she says. “You don’t want to come to a new country thinking that you’re going to do specific things because that’s such an exceptionalist idea, which I believe many Americans have. I came here and I immediately just had to adjust.”

Allen believes experiences abroad will not only broaden one’s worldly perspective, but also broaden one’s understanding of one’s self.

“Be open to everything when it comes to food, language, the way you dress and present yourself. You have to be completely open to changing yourself and who you are. That will allow you to have the most beneficial experience.”

Allen’s teaching experience has been an eye-opening experience thus far. She describes it as a “totally different world.” The music, humor, and conversations are all distinctive to the Korean culture. When teaching her students, she literally crosses all cultural barriers, trying to meet them where they are in order to facilitate an enjoyable classroom experience.

“I have to be open to learning about them and what they like, which I tailor my lesson plans to.” Allen’s life outside of the classroom has also been an intriguing experience.

“Of course I feel like a minority, but in Korea it’s interesting because they do not emphasize color and race as much as they emphasize beauty. If Koreans think you’re beautiful, they’re probably not going to say anything about your race. Here in Korea they seem to be very concerned with body image, so it’s not inappropriate to comment on one’s body or weight. My students actually get in trouble for putting on fake eyelashes or putting on makeup in class. The first thing they’ll say is, ‘teacher you have a very glamorous body.’”

Glamour translates into ‘You are slender.’ In America, if someone said, “Oh teacher, you have a nice body,” it would be considered inappropriate. In Korea, her students comment on her body all the time, it’s almost like a commonplace.

Allen has grown used to the everyday stares she feels walking down the Daegu streets. She actually hears, “‘You are so pretty, you are so beautiful,’” verses, “‘You’re Black,’” she says. “I think racism and thinking about Black and White is a lot more prevalent in the United States. They definitely see me as a foreigner, but their standards of beauty supersede thinking about race. That’s only because it’s such a homogenous country. I stick out in a crowd but I have not been treated differently.”

One of the biggest challenges Allen has faced in Korea has been depending on others for simple tasks, such as setting up her own international bank account.

“It’s like a continuous war. I always tell myself I can figure it out, but then I realize that I do need help.”

This eye opening experience has inspired her to make learning the Korean language her priority. She also plans to travel to at least six more South East Asian countries in hopes of learning how cultural differences impact our everyday lives.

Allen will attend law school after her fellowship and explore public interest law. “I want to study law that actually helps and works for the greater good of people. It could be human rights international, civil rights, immigration, or education. Whichever calls me, I will do.”

She is considering getting her masters in public policy as well.  She knows that this will empower her to think critically about situations and circumstances while also having the educational degree to become a global change agent.

“You can take advantage of being abroad for one year, but there’s so much more you can learn about yourself in two years. Everyday is a challenge and I’m sure that in two years I would grow and learn so much more about myself. Living in another country for a long period of time reveals so much about yourself.”

Allen has started to make a community and network of people in Korea in order to learn from them. She has a language exchange once a week where she speaks with two other Korean teachers who are learning English. Together they talk about different controversial issues in Korea, which teaches her so much about the country.

“I think those types of experiences and this type of knowledge couldn’t come anywhere else when you are interacting with the people. Everyday is different and every day my interactions are different in a way that I feel is really fulfilling, even if it is challenging sometimes.”

Editor's Note: The writer of this article is the sister of Taylor Allen.

 

 

Special Report: 100,000 Children in U. S. Prisons

children-at-risk3

 

youths in juvenile detention

Youths in juvenile detention. Photo: Southern Poverty Law Center

Special to the Trice Edney News Wire from the Southern Poverty Law Center

(TriceEdneyWire.com) - Across the country, thousands of children are languishing in abusive prisons and jails. These youths are disproportionately African American and Latino. Most live in poverty. 

Many of these children were needlessly pushed out of school and into the juvenile justice system. But schools are just one entry point to the juvenile justice system – a system that too frequently cuts short the life chances of the young people it’s supposed to serve. Many youths are criminalized because of their experiences with failing foster care and mental health systems. Children and teens of color are imprisoned at almost three times the rate of their white counterparts – suggesting that they are often unfairly targeted for arrest and confinement.

Once arrested, children can stay in detention facilities for weeks or months before a judge hears their case. They often encounter abuse and neglect in overcrowded, squalid facilities – some operated for profit by private corporations. Few local juvenile detention centers have the resources to meet their educational, medical and mental health needs.

When a judge hears their case, court-involved youths may be sentenced to a juvenile prison where they frequently endure brutal conditions. The SPLC has helped to expose instances of physical and sexual abuse, shackling of children and inadequate mental health care.

Today, an estimated 100,000 children and teens are locked up in juvenile facilities across the country, and thousands more are incarcerated in adult prisons. Children in adult prisons and jails face even worse conditions than those in the juvenile justice system.

U.S. Department of Justice research shows that youths incarcerated with adults are eight times more likely to commit suicide than in juvenile facilities, five times more likely to be sexually assaulted, three times more likely to be assaulted by prison staff and 50 percent more likely to be assaulted with a weapon than youths in a juvenile facility. And incarcerating children in the adult system doesn’t only put them at risk of unspeakable abuses – it fails to protect communities. The Department of Justice also has found “higher recidivism rates among juveniles convicted for violent offense in criminal court when compared with similar offenders retained in juvenile court.”

By reforming the juvenile justice system and providing support in our schools and communities, this cycle can be broken and we can dramatically reduce our country’s prison population – the world’s largest.

The SPLC uses legal action, community education and mobilization, and media and legislative advocacy to ensure that students get the educational services that can mean the difference between incarceration and graduation and to prevent school discipline practices from pushing students out of school. We work to replace unnecessary juvenile detention with proven, community-based alternatives. And we seek to protect imprisoned children and teens from abuse and safely reduce the number of imprisoned children.

We currently operate juvenile justice and education reform projects in Alabama, Florida, Louisiana and Mississippi – four of the states where children are most at risk of ending up in the juvenile justice system or dropping out of school. We’re also working with advocates for children in other Southern states and across the country.

Reforming School Discipline
For far too many children, the path to prison begins in our under-funded schools. Rather than invest in the basic educational and social services that will help troubled children succeed, many schools rely on harsh, “zero-tolerance” discipline policies that result in suspensions, dropouts and arrests for even minor, nonviolent misbehavior. These policies push students into a juvenile justice system that criminalizes many of them.

Too often, the juvenile justice system writes off misbehavior in affluent school districts as “typical adolescent rebellion” while the same behavior by a student in a poor, minority school district is likely to be viewed as “criminal behavior” that warrants harsh consequences. This misguided approach to school discipline is driving up the dropout rates for both students and teachers. It does little to improve school climates or make our communities safer. Reversing this trend will require a sea change in the way schools approach discipline.

A cultural shift from zero-tolerance policies is needed in our schools. One research-based alternative, known as Positive Behavior Interventions and Supports (PBIS), is gaining momentum among educators as a way to improve overall school climates, as well as academic performance, while keeping children in the classroom. PBIS has been successfully used in both urban and rural school districts and in districts with high and low concentrations of poverty.

Implementation of PBIS is a key provision in several class action settlements reached between the SPLC and school districts in Louisiana, Mississippi and Florida. The results have been promising. For example, two years after PBIS was implemented throughout the Jefferson Parish, La., school district, the out-of-school suspension rate for special education students was cut in half. Out-of-school suspensions for general education students dropped 24 percent after the first year.

PBIS implementation is just one of the ways we’re working to ensure that all children have access to a quality education. We’ve also launched campaigns to address the use of alternative schools to warehouse students and deny them the educational services to which they are entitled. In addition, we work to ensure that youths most likely to be pushed out of school receive individualized support to increase their chances of graduating, to address racial disparities in school discipline practices and to increase parental engagement in the formation of school discipline policies and practices.

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