CELEBRATES ITS ONE YEAR ANNIVERSARY ONLINE!!

Time does go by quickly, especially when you are fully engaged in work that brings meaning to the lives of others and impacts their everyday

condition. One year ago today, I posted the first blog for this website with the hopes that other like-minded individuals had similar interests and concerns and needed a place to go for more information, a place that would provide deeper insight into the unique and often overlooked needs of  many children and youth who have great potential but don't always get the positive attention they deserve. WeAreGifted2 is such a place. 

I have been deeply moved by the outpouring of support from readers world wide. Some of the readers are parents and family members, others community members, research scholars, K-12 educators, some policymakers - ALL with a similar concern- that we make equity in gifted and advanced learner programs a HIGH priority in our schools and communities. This 'high priority' status means that rather than focusing so much attention on the negative outcomes or results of schooling conditions, we should bring greater attention to their intellectual, creative, and academic strengths. 

It is important for us all to acknowledge that among the students who are poorly served in school environments (low achievers, high on suspension rolls, dropouts, etc) are many who have great potential for intellectual, creative and academic accomplishments who with the proper resources and expectations CAN be successful. Thus, focusing attention on what they CAN do, rather than what they CAN'T DO has greater potential to yield better results for all. Stories shared here over the past year has demonstrated this to be true. 

I believe that most of us are drawn to this blog because we believe that more children and youth have potential to express 'high ability and gifted level' behaviors than our schools have traditionally served. I believe that many readers have always felt that advanced level schooling should be made available to a wider range of students from different communities than has traditionally been the case. 

Whatever your beliefs and reasons for reading this blog, it is clear that there are many of us who believe the same. The numbers don't lie. In the past year, this blogsite has had over 15,000 pageviews from many different parts of the USA and around the world. As a result, we have partnered with more individuals and organizations than before. Among our partners are mathematics, technology gurus, artists, researchers, community leaders, parent advocates, authors, journalists, and gifted education support organizations representing many different ethnic groups from the east coast of the USA to the west coast, in Europe, South America, and Africa. 

I have invited many of you to share as guest bloggers and you have been very gracious sharing your stories, your research, your day-to-day experience as advocates for gifted learners who are far too often overlooked, cast aside, and thus, are in time-- ill-prepared to face the challenges of post secondary education, the globally competitive marketplace, and a world of growing technological advances.  

Thank you all so much for being a part of WeAreGifted2! 

Over the next month, a number of you have accepted the invitation to share as guest bloggers and I am very excited about reading and posting your experiences with high ability and gifted learners and specific programmatic efforts you are leading to nurture and help develop their potential.   

The invitation to others to share is OPEN!! If you have a story or have a special program that you would like to have featured here, please send me an email!! 

Thank you again for helping WeAreGifted2 REACH THE MASSES as we spread information and advocacy support for high ability students who are African-American, Hispanic, Native American, biracial, first generation immigrant living in rural, urban, suburban communities across the nation and around the world. 

REMEMBER, WE ARE ALL IN THIS TOGETHER~

WALKING 'THROUGH THE DOORS' OF GIFTED EDUCATION

'There comes a day in your life when you must act for others...and you must be ready. You must be bold, have courage and walk through a door that leads to opportunity for others' 

-Vivian Malone, class of 1965, first African American to graduate from the University of Alabama

Last week, I had the distinct and humbling pleasure of visiting Tuscaloosa, Alabama to share the James P. Curtis Lecture to commemorate the 50^th Anniversary celebration of the Desegregation of the University of Alabama. The event and others that will follow began as a recognition of the day in 1963 when the former Governor George Wallace ‘stood at the door’ on the campus of the university to keep Black students from attending the university. His ‘gumption’ on that day has became a part of history and was also momentum to give courage to two students- Vivian Malone and James Hood to enter the University and be role models for generations of Alabama students and others across the nation and around the world. Malone & Hood stood up for themselves in 1963 and entered the University, risking their lives in doing so (it is also important to note that another student, Autherine Lucy was admitted to the University in 1956, however because of fear for her  life, she only remained there three days. All three students' stories are included in the timeline, see the  link below).

I was deeply touched to walk the campus of the University of Alabama, think about the experiences of the early African American graduates and faculty and stand in front of 'the door' last week on campus. The experience touched a chord in my spirit and encouraged me to keep this advocacy effort going. We all have so much to learn from this historical event.  The courage demonstrated by Malone, Hood and so many others after them was remarkable. Those students knew they were just as capable as any student currently attending the university and that they deserved an opportunity to be admitted and pursue their dreams.

Today we are having same fight with different players with potential for a different outcome. Today the players are gifted children from culturally diverse groups around the nation fighting to be recognized and provided access to gifted education and advanced learner programs and classrooms where they are equally capable of succeeding in, yet not as likely to have access to. (One caveat~nationwide, we are hearing more and more about efforts districts, parents, and educators are making to improve gifted education services for ALL students- these efforts are encouraging, but the battle is not yet over).

Gifted education advocates, this is a clarion call for  all of us to learn a lesson from history. Learn that just as Vivian Malone & James Hood determined it was their time to ‘come through the doors’ of the University of Alabama. It is now time for ALL high ability/gifted children & youth, regardless of their ethnic group, family income, or background to also ‘come through the doors’ of gifted education.

We must learn to use what our ancestors demonstrated- the same guts, bravery, gumption, courage and wisdom to get what they knew they deserved. No one has the right to stand in front of doors to stop our children from entering classrooms where the instruction is delivered in a more challenging, creative manner, where they can have access to resources and materials so they can reach their full potential.

Just as it was a moral imperative to force Gov Wallace to move from in front of those doors in Alabama fifty years ago, it is as imperative that we WORK TO OPEN DOORS IN GIFTED EDUCATION TODAY!  If we want equitable access to gifted programs, those of us who have the skills and information, must be generous in sharing information to ensure that all children have equitable access to gifted education classrooms and schools across the nation.  

A few tips to help open the doors:

Ø Form coalitions of community organizers, educators, and families to address this issue locally. Place equity in gifted education as your primary goal. Develop  a plan of action with goals, objectives and activities to accomplish your goals.

Ø Share resources, tips, brochures and other informational sources to help parents/families know the ‘rules of the game’. Use different venues to share materials to reach all of your audiences (don’t assume that everyone has easy access to technology).

Ø When you hear information about enrichment programs, take the information to community gathering places like houses of worship, barber shops, beauty salons, community centers, athletic events to share. There are  many, many other highly able children in our communities whose families NEVER  hear information about special programs.

Ø Almost every state in the nation has a state organization for gifted children whose members are professionals and nonprofessionals with interest in gifted education.  Find out the NAME OF YOUR STATE’S ORGANIZATION, GET DATES FOR REGIONAL OR STATEWIDE CONFERENCES, attend the conference, pay membership dues, actively participate on committees.

We have a great history of civil rights movements in our nation. Together, we can conquer this problem using civil rights actions as an example of how to defeat a major problem in our society. Under-representation in gifted education is a major problem in our society today just as desegregating the University was fifty years ago in Alabama! The role models are before us.

Today, a magnificent tower stands on the campus of the University of Alabama to mark the place where protesters stood to keep Black students off campus. The tower is just across from the doors where Gov Wallace stood to block their passage into educational buildings. The tower is there today to demonstrate their courage and recognize the success of the action on the part of the students who believed they had a right to attend the University of Alabama. The doors are open now and students of every ethnic group move around freely on campus.

Join advocates of full equity and access in gifted education in ‘opening the doors’ so that ALL children who are capable and in need of gifted education services can walk right in!!!!

For more information about the University of Alabama’s 50^th anniversary and to see an outstanding photo-timeline of the University’s historical desegregation activities, go to: http://www.throughthedoors.ua.edu/

ALL RIGHTS RESERVED. JOY LAWSON DAVIS, Ed.D. 

REALIZING THE DREAM TO 'FLY'

 ‘I BELIEVE I CAN FLY’!!

I believe I can fly 
I believe I can touch the sky 
I think about it every night and day 
Spread my wings and fly away 

If I can see it, then I can do it 
If I just believe it, there's nothing to it 

I believe I can soar 
I see me running through that open door 
I believe I can fly 
I believe I can fly 
I believe I can fly.... 

(lyrics by R. Kelly)

For so many children & youth in this country, this is their song. They have great dreams of ‘flying’ out of circumstances that seem to keep them from accomplishing their dreams. Some have dreams of ‘flying’ above all the limitations and low expectations placed on them by others.. Some dream about ‘flying’ to accomplish anything! Their self-esteem is high because they believe in their own abilities, gifts, and talents. However, even with high self-esteem opportunities for these potential ‘high flyers’ are too often limited.

They are limited by school programs that only focus on rote memorization, regurgitation of facts, never allowing for creativity or thinking ‘above level/outside of the box’…they are also limited by adults in their surroundings who don’t believe in their potential to accomplish anything significant simply because they misunderstand and have disdain in their hearts for children of color, children from low-income environments. The thoughts and erroneous perceptions of teachers and others who are in a position to enable and help  young people to realize their dreams become barriers that are so often too hard to overcome.

Unfortunately, many of the dreams of these brilliant, creative and intelligent young people will go unrealized because of lack of resources, lack of access to opportunities, and the limitations placed on them by adults in their environment.

Dreams of literally ‘flying’ are not so far fetched. Over past few weeks, I’ve read three very unique stories of ‘flying’. If you have seen these stories, please share them with others. Historically, there are two African American women who dreamed of flying and AGAINST ALL ODDS, did just that. There is the more familiar name of Bessie Coleman who was the first female pilot of African American descent and the first person of African American descent to hold an international pilot license. The tenth of thirteen children born to sharecropping parents, Bessie began attending school in Waxahachie, TX. Coleman learned to fly in a Nieuport Type 82 biplane and on June 15, 1921, she became not only the first African-American woman to earn an international aviation license from the Fédération Aéronautique Internationale, but the first African American woman in the world to earn an aviation pilot's license.*

Another female aviator, perhaps  lesser known, but no less accomplished is Willa Brown, aviator and educator was born on January 22, 1906. As a young high school teacher in Gary, Indiana, and later as a social worker in Chicago, Willa Brown felt that her talents were not being used to their greatest use; she sought greater challenges and adventures in life, especially if they could be found outside the limited career fields normally open to African Americans. She decided to learn to fly, studying with Cornelius R. Coffey, a certified flight instructor and expert aviation mechanic at one of Chicago's racially segregated airports. She earned her private pilot's license in 1938. Together with Cornelius Coffey and Enoch P. Waters, Willa Brown helped form the National Airmen's Association of America in 1939, whose main goal was to get black aviation cadets into the United States military*.

And then, there’s a contemporary dreamer who set his plan into motion even when others believed he was foolish to seek a career in aviation instead of following a path to become a professional football player. Please make note and follow the ‘Flying Dreams’ of Barrington Irving, of Miami. At 27, Barrington was the youngest person to fly solo around the world. His historical trip was featured by National Geographic** and followed by over 300,000 of school children around the world. Click on the link below to  hear Barrington's amazing story of the person who encouraged him to 'fly' and all of the challenges he overcame.  As a result, with the support of technology, Barrington has created a Classroom in the Skies program to enable school children to follow his journeys and for classroom teachers to integrate his work via specially-designed lesson plans across disciplines (science, math, technology, history, etc).

These African American aviators are just three examples young people in communities across the nation and around the world who need three sources of support to enable them to ‘fly’ and realize their dreams, they need:

1. Access to school based opportunities in advanced programming in science, technology, engineering, math and the arts &  humanities

2. People to believe in them: Adults, including teachers, policymakers and families to believe in their potential, and

3. Resources (financial & material) to participate in programming already being made available via technology, after school and summer enrichment programs.

As we consider the potential of children and youth from ALL different backgrounds, we understand that being able to ‘fly’ is not so far-fetched after all. If we all do our part to open a door, believe in the potential for children to excel regardless of the color of their skin or the neighborhood they originate from AND help to provide resources (donations, time and funding) to enable more children to experience advanced programming opportunities we’ll see more & more young people realize their dreams and ‘fly’!!!

What will you do to help a young person realize their dreams?

 Joy Lawson Davis. ALL RIGHTS RESERVED. 2/16/2013.

*Source: www.browngirlcollective.com

**Source: http://video.nationalgeographic.com/video/specials/nat-geo-live-specials/irving-aviation-lecture-nglive/

TIME FOR A RADICAL CHANGE!!

Coast- to-coast, gifted students and their needs are beginning to get attention. Since the first of the year, I've read several national news articles about programs and new policies affecting gifted students in schools across the nation. This is an exciting time for our field!! Now, more than ever, we are noticing that our budding scientists, writers, artists, mathematician, innovative idea makers, and humanitarians have special needs that should be fairly met with appropriately challenging instruction led by teachers who are empathetic to their needs, well-trained and who are up to the challenge. 

 

IN THE MIDST OF ALL THIS ATTENTION, HOWEVER,  IS THE CONTINUING CONCERN ABOUT THE PERSISTENT UNDER-REPRESENTATION OF BLACK & HISPANIC CHILDREN (IN PARTICULAR) IN GIFTED EDUCATION PROGRAMS NATIONWIDE.

It’s a sad commentary on America, without a doubt one of most racially diverse nations in the world, when we continue to hear reports and see ‘visible evidence’ of classrooms segregated by race in 2013. Even more disheartening is that some of these classrooms exist in public schools and are classified as ‘gifted education programs’.

Giftedness truly knows no color. We’ve all seen the studies, we’ve heard the stories of gifted people from across all cultures who have made historical contributions in the past and today - others who are doing remarkable things.  Just today, I read about a homeless African American girl who lived a very challenging life, but was able to earn her way into Columbia University, one of our nation’s premier institutions.  Last week, I learned of a first grade female tech prodigy and saw the ‘Kid President: everyone needs a pep talk’ video. Stories like these are everywhere!! I dare anyone today to give substantive evidence of the inability to identify giftedness in children of color!

To make a difference in the way that children of color are viewed and treated in schools, we must change the culture of schools. Schools must be places where expectations are high for all, and individual needs of students are met, regardless of their racial or economic background. Changing the culture of schools means that all schools make earnest efforts to seek out gifted learners in every classroom.

Many school districts have been very successful with providing intellectually rich environments for children from all cultural backgrounds and as a result, have seen excellent results. For the districts that have not been as successful, maybe it’s time for a RADICAL CHANGE in COURSE. We lose so much intellectual & creative potential when ALL children & youth given the opportunity to engage in rigorous, challenging instruction. 

Working together we can change the course~

PARENTS & FAMILIES OF CULTURALLY DIVERSE STUDENTS- The schools need to hear from you! They need your presence at school programs, board meetings, your volunteer service on Committees. The schools belong to you as well as any other group of citizens. Your child needs you to ask the critical questions- how can I find out if my child qualifies for the gifted classroom/course, the special program or other opportunity? When does the school test students for gifted services? What about my teen who was in the gifted program earlier, but says ‘he doesn’t want to be gifted anymore', what can you do to help me? Professional educators in your schools should be able to answer these questions for you.  A RADICAL CHANGE IS NEEDED!!

TEACHERS AND OTHER SCHOOL PERSONNEL – Cultural competency training along with gifted education training should be mandatory in every professional development program. The districts that have been most successful are those who take teacher training seriously and know that cultural competency is a must in increasingly diverse schools! Many school districts have been very successful in identifying Black, Hispanic and Native American students for gifted programs using multiple criteria which include a combination of traditional, culturally fair verbal &  nonverbal tests,  work samples, performance based assessments, student interviews, teacher and parent rating and other tools. No one instrument or tool should ever be the standard for eligibility! Multiple criteria is a MUST and the standard for our field today. A RADICAL CHANGE IS NEEDED!!

COMMUNITY, CIVIC, & FAITH-BASED LEADERS- Schools and families need you! Everyone should be involved in the effort to ensure that all children receive an education appropriate to meet their needs – especially civic, community and faith-based leaders. You know your community best! Your role in collaborating with schools to offer after-school, Saturday and summer programming is also critical. Citizens who believe in public education deserve to have the needs of their gifted students met as does any parent.  Your role as leaders is very important to the success of all children. A RADICAL CHANGE IS NEEDED!!

Identifying Black , Hispanic, Native American, first generation immigrant children as ‘gifted’ may be a radical change in the course of education in America- But change we must if WE BELIEVE IN EQUITY & EXCELLENCE IN EDUCATION FOR ALL! Racially segregated classrooms is a vestige of the past. Too many citizens sacrificed and stood against racial injustice for education and segregation to be used in the same sentence in America today. Together we can eradicate under-representation and racial segregation in gifted education classrooms across the nation! Together we can do this!!

Mentoring-A Guiding Hand in a Time of Need

‘We all get where we’re going with a push from someone else’

–Denzel Washington, actor, director, & philanthropist, A Hand to Guide Me

January is National Mentoring Month. The word MENTOR means: ‘a wise and trusted counselor or guide’.  Everyone has had a mentor at some time in their lives. Think about the life of President Barack Obama -the first African American to serve in the highest office in the land and what  his life would have been like without very special people who helped him at the most critical times of his experience. As we celebrate President Obama’s second term in office, this is a great time to think about how mentors help young people to fulfill their potential. Even a person as great and fulfilled as Dr. Martin Luther King, whose birthday we also celebrate this week, attributed his peaceful resistance strategy and other success in the civil rights movement to the guidance of great mentors- Mahatma Ghandhi, his family, and colleagues in the civil rights movement. 

Most of us can remember individuals who had a positive impact our lives. I remember the ‘guiding hands’ of my favorite elementary teachers, high school counselor, my family, and later, my mentors in graduate school: Dr. James M. Patton and Dr. Joyce VanTassel-Baska. It was Jim who deepened my commitment to working for Equity in Education for culturally diverse students and Joyce’s firm hand and wise counsel that led me to my passion for  Gifted Education.

Mentors for high ability & gifted children are just as critical as they are for all children, especially for those students who have missed out on early and sustained access to rigorous classroom experiences. Having high intellectual ability does not mean that a young person will not need guidance, encouragement, and assistance to help them fulfill their potential. No matter how bright a student may be, a good mentor can be critical to their future success- just when they may need it the most.

I invited Torie Weiston, Executive Director of the Youth Mentoring Action Network in Southern California to write about the importance of mentoring for this blog. Below is an excerpt from one of her articles, entitled: THE  POWER OF MENTORING .

I often think of what my life would be like if I didn’t have great mentors all along my journey….

‘The Power of Mentoring’

By Torie Weiston

  

We know that the potential of African-American youth is unlimited, and often untapped. However, in much of the literature and in educational conversation, we often hear more focus on the ‘achievement gap’ when referring to African American students, rather than their untapped potential. The achievement gap must be addressed in honest and thoughtful ways as we approach a new era in American education.  While many researchers have discussed strategies for closing the achievement gap over the years, very few have looked specifically at the power of mentoring for an answer.

Mentoring is a successful strategy for youth, in general (Allen, 2007; Keller, 2010; Rhodes, 2002; 2010), but few have related mentoring to the academic achievement gap.  Some studies have demonstrated that mentoring has  a positive correlation to academic achievement (Jekielek, Moore, Hair, & Scarupa, 2002).

Research on mentoring highlights several positive effects:

Ø  First, mentoring has been documented to help increase the academic progress of youth, including an increase in grade point averages, in school attendance, and in college acceptance and attendance.

Ø  Second, mentoring is helpful to youth regardless of the race of the mentor. Cross-race matches are as valuable as other mentoring matches, and

Ø  Third, mentoring has an immense effect on the resiliency of youth. Resiliency has been identified as a key factor for the success of African American youth.

The Youth Mentoring Action Network, a grassroots non-profit in Southern California, has established a school and community based mentoring programming, based on a synthesis of research and evidence-based practices. Working with African-American high school students from various backgrounds the Youth Mentoring Action Network has become a change agent. Through direct work with mentors and specifically designed programming, last year the organization celebrated a 95% college acceptance rate among its graduating seniors.

Providing long-term guidance from mentors, academic support, establishing a college- going culture, and teaching vital “real-world” skills are the basis for the Youth Mentoring Action Network. We believe that these strategies over time will be instrumental in closing the achievement gap.  We highly recommend the development of mentoring programs in every neighborhood, every school and every community across the nation. To find out more about the Youth Mentoring Action Network please visit us at: http://prezi.com/qhnsjgl9yftl/youth-mentoring-action-network/?kw=view-qhnsjgl9yftl&rc=ref-4729692.

Will you lend a hand and devote some time to a budding scientist, journalist, educator, politician, artist today?  Somewhere a student is waiting for a ‘nudge’ or a ‘hand to guide’ them closer to accomplishing their dreams.  Just think about it! Your encouragement could be the difference between a dream realized  or a dream deferred. Become a Mentor Today!!

References

Allen, T. D., & Eby, L. T. (Eds.). (2007). The Blackwell handbook of mentoring: a multiple perspective approach. Malden, MA: Blackweel Publishing Ltd.

Jekielek, S. M., Moore, K. A., Hair, E. C., & Scarupa, H. J. (2002). Mentoring: a promising strategy for youth development: Child Trends Research Brief.

Keller, T. E. (2010). Youth mentoring: Theoretical and methodological issues. In T. D. E. Allen, L.T. (Ed.), The Blackweel Handbook of Mentoring: A Multiple Perspectives Approach (pp. 23-47): Blackwell Publishing.

Rhodes, J. E. (2002). Stand by me: the risks and rewards of mentoring today's youth. Cambridge: Harvard University Press.

Rhodes, J. E., & Spencer, R. (2010). Structuring mentoring relationships for competence, character, and purpose. New directions for youth development, 2010(126), 149-152. doi: 10.1002/yd.356

Other highly recommended readings

http://freespiritpublishingblog.com/2013/01/10/guest-post-effective-mentoring-programs/

Edelman, M.W.(1999) Lanterns: A memoir of Mentors. Boston:Beacon Press

Washington, D. (2006). A Hand to Guide Me: Legends and Leaders Celebrate the People who Shaped their Lives. Des Moines, IA: Meredith Books

A TRIBUTE TO TUPAC SHAKUR-THE GENIUS WITHIN

Several years ago, I discovered an original copy of Tupac Shakur’s book ‘The Rose that Grew From Concrete’ in one of my daughters' personal library. I was amazed when I saw the name of the author and awestruck  when I began reading the poetry and seeing the  illustrations. This book was published post-humously. The book is very unique in that it has pictures of the author's hand written version of the poem, some with drawings, juxtaposed with the typed version. It is a collection of some of the most sensitive and thought-provoking poems ever written (at least in my opinion), especially given that Shakur was just a teen when he wrote this collection. A young black teen growing up in urban America, trying to make sense of the world around him.

Recently, I’ve seen a revival of  his work and a number of tributes in different forms  and in particular, heard mention in different venues of the title poem ‘The Rose that Grew From Concrete’. On nationwide television you can hear a narrator sharing this poem as part of a marketing campaign.  Interesting...

Let me make one thing clear. I do not condone violence of any kind. Nor do I condone the popular media’s tendency to perpetuate negativity in their portrayal of the lives and experiences of African American males. This young man had a tumultuous life, no doubt. This tribute is an effort to focus attention to the ‘genius within’ - the young person who was overshadowed during his life. It’s an effort to help more parents, educators and other advocates to look more closely at young people everywhere and work harder to discover and develop their gifts.

The Rose that Grew from Concrete

Autobiographical

Did u hear about a rose that grew from a crack

in the concrete

Proving nature’s laws wrong it learned 2 walk

without having feet

Funny it seems but by keeping its dreams

it learned to breathe fresh air

Long live the rose that grew from concrete

When no one even cared!

-Tupac Shakur, 1999

Like Tupac, so many very gifted, very thoughtful, very sensitive young people are seated in classrooms everywhere with little thought by the adults around them of how bright they really are.  As a matter of fact, the popular media perpetuated the myth around Tupac life’s that he was a ‘gangsta rapper’ and little else. Until now. People who have ‘discovered’ this book are now beginning to take a closer look at the life and mind of Tupac Shakur- the genius within. The problem is that he is no longer with us.  

However, I believe that Tupac wrote his poetry so that his legacy could live on and this very inspirational title poem is the one that provokes us to understand that even through the dark, tough, seemingly insurmountable odds against them…a rose with beautiful petals, heavenly fragrance, and great dreams can grow.  Even without ‘feet’…Tupac suggests that the rose can also walk..carrying its aura with it wherever it goes. As you read through this uniquely insightful book, you will also discover the heart of a young man who envisioned a better world, but who understood more than anyone his age should..that there were numerous inequities facing his people.

We make far too many assumptions about young people based on historical biases, popular media, stereotyping, and all of the negativity surrounding so many of our communities and in our assumptions we become caught up. Caught up and every now and then—someone or something ‘amazes’ us with their insight, their ideas, their imaginations. Like Tupac, I believe there are more ‘roses’ with the capability of growing but need a fertile soil in the form of a helping hand, an advocate, someone who looks more closely, listens and does something to help these young people live out their dreams.

In my undergrad diversity education class, one of the assignments is for my students to write a book review from a list of books with multicultural themes. This book has been on my class list since the Spring of 2010. Each semester at least 1-2 students select it and write a review. This is an excerpt of a review written by one student (a preservice teacher):

TuPac was not only a gangsta rapper he was also a sensitive soul.  In the collection of poems …he references the idea that he is making it through a life that has all odds against him.  In his first poem The Rose That Grew From Concrete, he is comparing himself to the rose.  Typically it would be impossible for a rose to grow where there is no good soil to help it along the way, but that rose grew even still.  It (meaning the book) gave me insight into another side of the youth that I will face in my classroom.  All students are to be nurtured and encouraged to express themselves.  ..Children go through some of the same struggles today that TuPac had to deal with when he was young.  It is crucial for us as teacher not to stereotype our children based on the color of their skin, how they dress, or their economic status.  Children like TuPac are probably passed over or ignored all the time because they come with a little baggage, and the sad part about it is that they could be just as brilliant... 

As we end this year and begin anew in 2013, I encourage each of you to look closer wherever children may be found and consider that among the group there may well be an insightful genius with great potential, who like the rose,  is seeking a way to 'break through' the concrete to share their beautiful mind with the world.

References-

Shakur, T. A. (1999) The Rose that Grew from Concrete. New York, NY: Simon & Schuster. 

ATTENTION: WRITERS ARE NEEDED. IF YOU HAVE A STORY, IDEA OR A SUCCESSFUL PROGRAM THAT YOU WOULD LIKE TO SHARE HERE THAT IS RELEVANT TO INCREASING EQUITY AND EXCELLENCE IN OUR NATION’S SCHOOLS, PLEASE CONTACT ME! 

PLEASE TAKE THE OPPORTUNITY ALSO TO SHARE THIS BLOG WITH OTHERS AND DO YOUR PART TO ADVOCATE FOR IMPROVED SERVICES FOR ALL GIFTED STUDENTS!!

TOGETHER WE CAN DO THIS!!

HAPPY HOLIDAYS TO ALL!!

Several years ago as I discovered an original copy of Tupac Shakur’s ‘A Rose that Grew From Concrete’ in my daughter’s library. I was amazed when I saw the name of the author and awestruck  when I began reading. The poetry and illustrations are creative, insightful and so thought-provoking. This book was published post-humously. It is a collection of some of the most sensitive and profound poetry ever written (at least in my opinion), and it was written while Tupac was just a teen, a young man, trying to make sense of the world around him.  The book definitely demonstrates that Shakur was a very gifted writer, thinker, and humanist.

Recently, I’ve seen a revival of  his work and a number of tributes in different forms  and in particular heard mention in different venues of the title ‘A Rose that Grew From Concrete’. On nationwide television you can hear a narrator sharing this poem as part of a marketing campaign.  Interesting...

Let me make one thing clear. I do not condone violence of any kind. Nor do I condone the popular media’s tendency to perpetuate negativity in their portrayal of the lives and experiences of African American males. This young man had a tumultuous life, no doubt. This tribute is an effort to focus attention on the ‘genius within’ the young person who was overshadowed during his life. It’s an effort to help more parents, educators and other advocates to look more closely at the young people around you and work hard to discover and develop their gifts.

The Rose that Grew from Concrete

Autobiographical

Did u hear about a rose that grew from a crack

in the concrete

Proving nature’s laws wrong it learned 2 walk

without having feet

Funny it seems but by keeping its dreams

it learned to breathe fresh air

Long live the rose that grew from concrete

When no one even cared!

Tupac Shakur, 1999

Like Tupac, so many very gifted, very thoughtful, very sensitive young people are seated in our classrooms everywhere. Unfortunately, many adults in their environments ever give any though  to  how bright they really are.  As a matter of fact, the popular media perpetuated the myth around Tupac life’s that he was a ‘gangsta rapper’ and little else. Until now. People who have ‘discovered’ this book are now beginning to take a closer look at the life and mind of Tupac Shakur. The problem is that he is no longer with us.  

However, I believe that Tupac wrote his poetry so that his legacy could live on and this very inspirational title poem is the one that provokes us to understand that even through the dark, tough, seemingly insurmountable odds against them…a rose with beautiful petals, heavenly fragrance, and great dreams can grow.  Even without ‘feet’…Tupac suggests that the rose can also walk..carrying its aura with it wherever it goes. As you read through this uniquely insightful book, you will also discover the heart of a young man who envisioned a better world, but who understood more than anyone his age should..that there were numerous inequities facing his people.

We make far too many assumptions about young people based on historical biases, popular media, stereotyping, and all of the negativity surrounding so many of our communities and in our assumptions we become caught up. Caught up and every now and then—someone or something ‘amazes’ us with their insight, their ideas, their imaginations. Like Tupac, I believe there are more ‘roses’ with the capability of growing but need a fertile soil in the form of a helping hand, an advocate, someone who looks more closely, listens and does something to help these young people live out their dreams.

In my undergrad diversity education class, one of the assignments is for my students to write a book review of a book selected from a list of books with multicultural themes. This book has been on my class list since the Spring of 2010. Each semester 1-2 students select it from the list, read it, and write a review. This is an excerpt from one student’s review:

TuPac was not only a gangsta rapper he was also a sensitive soul.  In the collection of poems …he references the idea that he is making it through a life that has all odds against him.  In his first poem The Rose That Grew From Concrete, he is comparing himself to the rose.  Typically it would be impossible for a rose to grow where there is no good soil to help it along the way, but that rose grew even still.  It (meaning the book) gave me insight into another side of the youth that I will face in my classroom.  All students are to be nurtured and encouraged to express themselves.  ..Children go through some of the same struggles today that TuPac had to deal with when he was young.  It is crucial for us as teacher not to stereotype our children based on the color of their skin, how they dress, or their economic status.  Children like TuPac are probably passed over or ignored all the time because they come with a little baggage, and the sad part about it is that they could be just as brilliant . 

I encourage each of us as we end this year and begin anew in 2013, to look closer and consider among the children and youth in our environments..how many ‘roses’ there truly are that are simply craving a way to ‘break through’ the concrete and share their ‘beautiful minds’ with the world.

References-

Shakur, T. A. (1999) The Rose that Grew from Concrete. New York, NY: Simon & Schuster. 

ATTENTION:  IF YOU HAVE A STORY, IDEA OR A SUCCESSFUL PROGRAM THAT YOU WOULD LIKE TO SHARE HERE THAT IS RELEVANT TO INCREASING EQUITY AND EXCELLENCE IN OUR NATION’S SCHOOLS, PLEASE CONTACT ME! 

PLEASE TAKE THE OPPORTUNITY ALSO TO SHARE THIS BLOG WITH OTHERS AND DO YOUR PART TO ADVOCATE FOR IMPROVED SERVICES FOR ALL GIFTED STUDENTS!!

TOGETHER WE CAN DO THIS!!

HAPPY HOLIDAYS TO ALL!!