♪ ♪ >> Hi, welcome to Connections .

I'm P.A.

Bennett.

It's a wonderful thing when you walk into a classroom today and see a Black male teacher.

It's unusual too, considering less than 2% of teachers are Black males.

It's a national problem.

U.S. Education Secretary Arne Duncan has asked Black men to give back by teaching.

So how are we faring here in South Carolina?

We'll talk about it with educators and a male student who made it despite the odds.

But first up, one program in the Palmetto State has been making a positive difference for many years now, bringing more Black men into the teaching profession.

♪ >> Male speaker: The purpose, conceived really 15 years ago, to address the shortage of teachers in South Carolina, specifically Black males teaching at the elementary grade levels.

We found in our research that there were fewer than 1% African-American males teaching in over 600 elementary schools in the state, with a teacher corps of well over 20,000.

Breaking that down, that was fewer than 200 Black male teachers in South Carolina at the elementary school level.

Yet Black males were the most suspended, expelled, referred for discipline, dropping out, and expelled from schools than any other population in the state.

Clemson University made a commitment to address that shortage and to hopefully have an impact in the classrooms within our elementary schools in the state.

>> Male speaker: I think it's very important that I'm in the classroom.

I don't think it's as important that I'm there for Black boys or White boys or any gender or race specifically.

I think it's important because a lot of people, in general, see African-American males as athletes, entertainers, musicians, and that's not what all African-American males are.

A lot of African-American males have a lot of negative stereotypes, and so for them to see me in the classroom and see that I care about it, it's not just something that I come to do and I'm just here-- I get to school at 6:30 in the morning.

I leave school at 6:30 at night most times.

I coach basketball.

I'm going to my kids' games.

So they not only see me in the classroom.

They see me outside of the classroom.

>> Male speaker: Actually, I'm in doctoral studies, and I'm a teacher at South Carolina Virtual Charter School.

And it just so happened that the M.A.T.

program at the University Center in Greenville was starting a new group that was going to have some Call Me Mister scholars as part of it.

After my talk with Mr. Holton and the experience I'd had as a 9th-grade biology teacher, I just decided that I would enroll in the M.A.T.

program and become a part of the Call Me Mister program.

>> Male speaker: When it comes to education, you have to want to make change.

You have to want to be that agent of change.

And you can't be scared.

You have to be bold and have no problem with stepping out in front of audiences in classrooms because that's gonna be a major factor as an educator.

And so you really have to get away from thinking about, "Okay, I want to make a whole bunch of money and have a whole bunch of houses and cars," because that's not what's gonna be fulfilling in life.

It's about what you're passionate about and what you want to do.

And at the end of the day when I thought about it, I would prefer to educate a child, and that child can educate others, and it's sort of like a domino effect.

You know, if I help one, then I can help many.

>> So why don't we have more Black male educators, and why is it so important to have them in our classrooms.

Maybe our guests can help us with those questions.

We have with us Julius Scott.

Mr. Scott is the principal at Dutch Fork Elementary School.

And Mr. William Lenard.

Mr. Lenard is the assistant principal at Airport High School here in the Midlands.

Gentlemen, thank you so much for being with us, and I'm going to ask you that first question.

Why is it so important, so critical to have Black males in our classroom today.

>> Thank you, and I'll say up front, I don't pretend to be the foremost expert with this subject matter.

However, I do think I bring some credence to the topic.

Just when you read your local newspapers and read across the state and across the country, I think there's a misconception that Black males have a tendency to gravitate to certain professions.

We have our boys who want to be athletes or rappers or things along that line, and very few people often think that Black males would venture into the role of education and impart knowledge on students.

And if you look at statistically, as was mentioned, you have very few Black males in the classroom.

But it's been my experience that once a Black male enters a school--doesn't matter what grade level he teaches-- he immediately has a direct impact on students.

They want to know who he is.

They want to be like him.

There are questions, just because we're not seen in that capacity.

So just the presence alone-- we're not even talking about just teaching--just their presence has a dramatic impact not only on their students, but an entire school population.

>> P.A.

: So Mr. Lenard, coming out of that answer, what kinds of impact do you think that you, as a Black male in the school, can have on a young Black boy?

>> Lenard: Well, I think just in the ability to see themselves within me.

They see that I'm a young African-American male and through education I've made it to this point so early on in my life.

Many of them come to me and always mention that, "Hey, Mr. Lenard, you're doing your thing."

They can identify with that.

They can see that getting an education put me in this position.

Now it's your turn to take advantage of what's out there.

>> P.A.

: And let me as you-- we saw the information about the Call Me Mister program-- how can we entice more young men like you to go into education?

>> Scott: Well, certainly, I think allowing young men to see the impact that you have, because naturally I didn't grow up thinking that I would become an educator.

I didn't grow up thinking that I would like working with students.

And much to my disbelief, it was the exact opposite.

And as I have mentioned, the impact that I had on a single classroom was one thing, but thinking in terms of more global, realizing if I can have this much impact on 24 or 25 students, if I continue to handle my business, what kind of impact could I have on a group of 500?

>> P.A.

: One of the things in looking and wanting to do this story, you see all the statistics about Black boys.

They are most often expelled or suspended.

They're not doing quite as well academically.

They're more likely to drop out.

With those kinds of statistics, why do you think that they're so negative for our Black boys?

>> Lenard: Well, I think there is a disconnect between what they experience as students and what we expect as administrators and teachers.

A lot of the time, we just don't know how to communicate effectively with those students.

And, again, we talk about an education being diverse and making sure that we can teach the students that are coming from diverse populations.

Well, being an African-American male is a very diverse population, and it just takes special skills.

It takes an understanding of the culture.

It takes an understanding of the student, the family structure.

It takes a lot of different variables to understand where these students come from and, more importantly, how we create these relationships with these students and, more importantly, how we communicate and how we get our, our... >> P.A.

: The message across?

>> Lenard: Our message across, in a sense.

>> Scott: Can I piggyback on that just a little bit?

I know you've had some others on here--Dr. Edward Hill, Dr. Gloria Boutte-- and they're really big on culturally relevant pedagogue, and I think that goes hand in hand with teaching young Black males.

There are some things that you absolutely have to have a thorough understanding when teaching Black males that, if you don't, then you don't realize there are some underlying currents that could be working against you, not necessarily intentionally, but because you are unaware of certain rules that operate within certain cultures, then it puts you almost behind the game.

>> P.A.

: Let me ask you for some specific kinds of things that you're talking about, some rules that teachers need to be aware of that maybe they're not.

>> Scott: I think one of those things is just language, or the lack thereof.

We get into this whole debate about Ebonics, not Ebonics, what's proper English, formal English.

Well, at home, in certain circumstances, there are certain terms and words that students use, and the way they respond to a teacher may not necessarily be disrespectful, but until they get to the point where they learn how to code-switch--where this is what I do at home, this is how I talk at school-- that creates a problem for some students because if that's not your natural inclination as a teacher, then you don't know how to handle a situation like that.

>> P.A.

: I think that's an interesting term, code-switch.

So you're saying that our boys really don't know how to deal with not being at home and on the community streets, and then being in school and having to communicate with their teachers and other students.

Is that essentially it?

>> Lenard: Absolutely.

There is a code that we tend to go by in day-to-day life, and it is a code of a majority culture.

And if you are not a part of that, then you need to assimilate to that in some way.

Unfortunately, that does not take place in every household.

That's not necessarily taught in every household.

So you have students that come in that may not know all of the standards, if you will, that go along with that culture.

>> P.A.

: So whose responsibility, though, is it then to be able to deal with this inability to code-switch?

Should the teachers know how to handle this, or should it be on the students to say, "Okay, now it's time for me to switch," at six, seven, eight years old?

>> Scott: I think it goes back to a leadership standpoint, and being a Black male, it's imperative that as a school leader I help my teachers understand these distinctions and delineations, to say here's what we're dealing with; now how do we enable our students so that they're able to make that transition?

I mean, it's much like the type of clothes that you wear.

There are certain things that you wear to church that may be appropriate for a certain setting, and if you go elsewhere, they may not be appropriate.

And you have to help them understand how that relates to them.

But to me, it just starts from a leadership standpoint, and once you get your teachers to that point where they understand, then they can make change.

But if you start with just one teacher, unfortunately that will not reach all students.

>> P.A.

: Are you then having this training of your teachers on a regular basis so they understand this code-switching situation?

>> Scott: And let me say this up front.

This is my first year as principal at my current school.

I can't say that I've experienced much of the issues, but through my experiences, I have, and so I've been part of administrations where we have had to have this kind of conversation with our faculty and staff.

>> P.A.

: And let me ask you, Mr. Lenard, you're an assistant principal.

Are you responsible for a lot of the disciplinary action?

>> Lenard: Absolutely.

Absolutely.

>> P.A.

: So how big of a deal is that?

Do you see teachers putting kids out just because they don't understand that this is a code-switching situation as opposed to a disciplinary need?

>> Lenard: I think so sometimes.

I think a lot of the times... >> P.A.

: You can be diplomatic.

[laughing] Because we're talking essentially about mostly White females in the classroom today.

>> Lenard: Absolutely.

>> P.A.

: How hard of a job is it for those White women, who are dedicated, concerned, and want to do the right thing, how hard of a job is it for them to do the right thing if maybe they don't understand?

>> Lenard: Well, I think what they are doing-- like you said, they are making their best in trying to do the right thing.

However, it takes a good bit of knowledge background to know where you're trying to get these students to go and how to get them there, and I think that is where the training takes place.

And as a school and as a district, we've been recently looking into some things that are going to help us make those disconnects culturally with our various student groups.

>> P.A.

: We have a big problem with dropouts of young Black men from high school, maybe even earlier.

I'm not sure.

What do we do about that?

>> Scott: Well, obviously, if it's a dropout issue in high school, we have to identify the problems while they're in elementary school.

You have to set up interventions while they're young-- kindergarten, first grade-- just to identify strengths and weaknesses and to build upon that and not wait until they get into the 8th and 9th grade.

The reality is, by the time they're in the 3rd or 4th grade, if their reading level, if they unable to read, then obviously that's gonna lead to greater problems the more they matriculate in school.

So for me as an elementary principal, you have to identify strengths and weaknesses from the time they walk in our doors in kindergarten and figure out what can we do to ensure their success not just here on the elementary level, but as they go on to middle and high school.

>> P.A.

: Do you do that as a principal, or should the teacher be doing that?

>> Scott: Again, I think everything starts with leadership.

I think, as a school principal, I have to model what I expect my teachers to do.

So if I let them know that this is an important issue for me and help them understand this will be a priority for me, this will obviously be a priority for us as a school.

So identifying strengths and, more importantly, weaknesses quite early on is something that my school is currently doing right now.

>> P.A.

: Should a school actually put more focus on Black boys because of the statistics?

>> Lenard: I think so.

I think that is one group population that has been traditionally lost in public education, and we have not quite figured out what the answer or answers are to get that back on track.

And I think the same thing applies to Hispanic populations as well.

There is a growing number of student dropouts in the Hispanic population, and I think, again, it goes back to the majority culture and what is expected based on that and the disconnect that those students have with fitting into that mold.

>> P.A.

: You wanted to add something?

>> Scott: He said something that really struck a chord, and I do think it's going back to having high expectations for all students, not just Black males, but for all students, no matter what the background is, because you have many schools across the country that have high expectations, not only just have those high expectations, but they ensure that all students are as successful as possible.

So I think, again, it starts at the top.

As a school principal, you have to have those high expectations, have teachers understand that, no matter what the circumstances of, irregardless of if the father's in the home or not, I do expect for all the students that come within our building to do a very good job, and that includes Black males.

>> P.A.

: So do you think that Black males, the boys, the Black boys, are not getting the message from the teachers and from the administrators that big things are expected from them?

Do you think that they're not getting that message and so they revert to just not accomplishing?

>> Lenard: I think they get the message.

I mean, I think that-- >> P.A.

: Do you really?

>> Lenard: I do.

I think that all the students get the message that all teachers want them to do well.

But how do we get those students to do that?

There are special strategies.

There are special techniques.

They've got to know that you really care about them.

And as a result, it puts a lot on the administrators to teach the teachers what things need to be said and what things need to be done in the classrooms to bring those students along and make them feel a part of, and I think that is primarily the start.

There's a lot of other things that can be done, but making them feel a part of what is going on is paramount.

>> P.A.

: What about the community and volunteers, parents and uncles being in the school as volunteers?

Is that important?

>> Scott: I think it's critical.

I don't know the statistics, but if you have a good number of Black males who grow up without a father present in their home, that means that they're having to rely on another male who may not be a positive role model.

So I think it's imperative not only for schools, but also for communities just to collaborate within themselves, to say what can we do to ensure that all of our males are doing a good job, if that means bringing in outside community members that are doing well, people that are successful, and it goes back to something that was said: people that look like them.

And this is nothing against any other races, but when you see very few people that look like you that are doing well, it's very difficult to imagine your life being successful when you have no examples to go by.

But if you have people coming in, saying, "Hey, I've been in the same circumstances, the same life situations; as a matter of fact, my situation was slightly worse, yet I was able to overcome," just that opportunity within itself strikes a chord that, "Hey, if they can make it, so can I."

>> P.A.

: And as a last word here, guys, I really want you all to say some encouraging words, some words to young Black men out there that would encourage them to go into the teaching profession, into education.

What would you say to them, Mr. Lenard?

>> Lenard: I would say that your role as a future administrator or a future teacher has exponential impact on students.

And just having them have a dream beyond what they see in their own homes or their own communities and, more importantly, using education as the means of getting to that point, I think that's the thing that I've always expressed to my students, and it's really important because a lot of those students, you know, you create those relationships, and, lo and behold, one day they might stop by your office and ask you about Tuskegee University or Benedict College or Howard University and what do you think about those schools, and that's important, to give them some feedback that's going to send them in the right direction.

>> P.A.

: Thank you.

Mr. Scott.

>> Scott: And with that, I have a quote.

The author's anonymous, but it says, "Few people in life are endowed with the ability to have a profound and resounding impact upon those they interact with."

And if you think about the teaching profession, as a Black male you're within that small segment of people in life that, by virtue of what you do, you will have an impact on lives well beyond your time on earth, and you can't ask for anything more than that.

>> P.A.

: Absolutely.

Guys, thank you very much, and thank you very much for being in the education profession.

We appreciate you very much.

>> Scott: Thank you.

>> P.A.

: All right, and teaching can come in many forms.

One such event happened recently at a local elementary school.

♪ >> ♪ Start the train.

♪ ♪ I want to go home.

♪ ♪ I want to see Africa, ♪ ♪ the motherland, my home.

♪♪ >> Okay, now listen to me.

[tapping drum] >> P.A.

: Teaching through music is one way to get the very young excited about a foreign land.

Amadu Masally is from Sierra Leone.

He says he's a man on a mission.

>> My mission is to reconnect African Americans back to their ancestral continent.

It doesn't necessarily have to be just Sierra Leone, but I'm Sierra Leonean.

So I'm working really hard to try to recognize the vision of bringing back African Americans to Sierra Leone so they can reconnect and vice versa.

>> P.A.

: Mr. Masally was at Carver Elementary School in Columbia recently, talking to the 2nd graders there.

His message to them: We are related.

>> Masally: Well, Sierra Leone is a very small country, about the size of South Carolina.

It has about 6 million people.

Very beautiful.

We have pristine beaches and lush green vegetation.

I just answered the question from one of the kids, I think the people of Sierra Leone are what makes it special more than anything else.

I mean, we have natural resources, da-da-da, but the people, the human resources of a country, is what makes a country itself special.

And we have gone through trials.

We had a civil war for 11 years, which we're trying to rebound from now, and there's a lot of hope for our country to rebound, if you will.

However, we still do need some help, and I think that when 5, 000 African Americans go to Guinea to live there, I know what that has done for the Guinean economy.

So we would like to see something similar happen in Sierra Leone also.

But even more importantly than that, Sierra Leoneans want to reconnect with African Americans because we believe that when African Americans come to Sierra Leone and see where their ancestors may have trod in the past, they will become more whole, if you will, because I think self-identity is part of our problem as African Americans.

And if we take them back and have them reconnect, we're hoping that will transcend to self-esteem.

When you come on one of our trips to Sierra Leone and come back to the United States, I mean, you can walk with your head up high, saying now I know I belong somewhere.

>> He went from a high school dropout to a Harvard graduate.

Meet Josh Stroman.

♪ >> Stroman: I think after my dad died and I went to go live with my aunt not too far from here, from Martin Luther King Park, and it was a really good environment, a stable environment, I was in school.

I was doing the things that I was supposed to do.

But I think at home, things kind of got a little shaky.

Some other relatives moved back into the house.

I started hanging out more and getting out more into the neighborhood and stuff like that.

And I think the decision to drop out of school is something that gradually happened.

I mean, it started maybe with like cutting for a day to go hang with friends and then cutting for another day, and then it just kind of snowballed into this thing where it's like, well, man, I'm just not gonna go back.

I think something that really reversed that was just having mentors, particularly Mr. William Barksdale.

He's a guy who's kind of known around here in Columbia for helping folks get their G.E.D.

I met him at a time when I thought that I wanted to go back to school and I realized this was something that I think I want to do.

I was about 15 or 16 years old.

And he just stood by me.

He helped me get there.

He helped me pay for the test.

He taught me the material.

I was able to pass it on the first time.

And I think I just started making a connection between my future and education.

My time at Harvard, I enjoyed it so much.

It was Harvard.

It was everything outside of Harvard.

I still was able to maintain connections here in Columbia.

I mean, I came back here at least once every three months to do different events, to do speaking engagements or what have you.

I got to meet some outstanding people, some incredible people.

I got to do different fellowships and just go all over the country and see things that I don't think I ever would have saw had I not been there.

And I felt respected.

I felt appreciated.

I think there was a struggle early on to make sure that as a Black male, coming from my background, that I could have some sort of contribution to make to some of the issues or topics that we were discussing in the classroom.

I think I had to navigate that, learning when to speak, how to speak, and thoughts of your classmates who may have spoken before you, how to tie it all into learning that is appropriate for what we're doing in the class.

I mean, there was a lot of things that I had to learn about context and those sorts of things, but it was an incredible experience.

>> And we really want to hear from you.

Our mailing address is... Well, that's our show.

Thank you so much for joining us.

Remember, stay connected.

I'm P.A.

Bennett, and I'll see you next time, right here on "Connections."

♪ Captioned by: CompuScripts Captioning www.compuscripts.com ♪ ♪ ♪ ♪