CULTURALLY-FOCUSED MANHOOD DEVELOPMENT PROGRAMS IN Oakland, California
Prepared by Social Policy Research Associates, 2014
CONTENTS
Section I Introduction II Project Summary III Literature Review IV Culturally-focused Manhood Development Taxonomy V Collective Infographic of Culturally-focused Manhood Development Programs in Oakland, Ca VI Program-level Infographics VII Program Profiles
Culturally-Focused Manhood Development Programs
Introduction Throughout the country, community-based organizations, foundations, and even the White House have declared a commitment of resources, expertise, and energy to bring about dramatic improvements in quality of life for boys and men of color. Data on any number of quality-of-life indicators—not the least significant of which is mortality—suggest that boys and men of color are experiencing hardships and injustices in distinctly alarming and detrimental ways. Accordingly, the numerous stakeholders that have committed to improving outcomes for this population, have effectively dedicated themselves to bringing about comprehensive change that will also improve the quality of life for girls and women in those communities. As a means of implementing comprehensive, evidence-based practices in support of boys and men of color, organizations across the nation have developed culturally-focused manhood development programs. Social Policy Research Associates (SPR) studied and highlighted the work of eight Oakland, California-based organizations that are implementing these programs and practices to improve the life experiences of boys and men of color. The service populations of these programs run the gamut of racial/ethnic groups residing in the area, and most of the organizations primarily serve opportunity youth.1 In studying these programs, we developed a portfolio of products that demonstrate the nature and breadth of the work these organizations do toward improving outcomes for boys and men of color. This portfolio includes: Literature review of evidence-based practices in implementing culturally-focused manhood development programs Taxonomy and description of core practices in culturally-focused manhood development programming Collective infographic on culturally-focused manhood development programs Program-level infographic on culturally-focused manhood development activities Program profile on culturally-focused manhood development activities In addition to the exciting work happening in Oakland, this portfolio highlights models from which organizations and systems nationwide might build community-centered and culturally-focused manhood development components and/or programs. Most importantly, these manhood development activities represent a dynamic mix of evidence-based and innovative practices essential to transforming the lives of young people living in underserved communities.
1 Opportunity youth are youth who are neither in school nor working, frequently characterized by involvement in the criminal justice and/or foster care systems) Seven of the organizations (Unity Council, Youth Alive!, Communities United for Restorative Youth Justice [CURYJ], AYPAL [Asian Pacific Islander Youth Promoting Advocacy], Intertribal Friendship House, The Mentoring Center, and Village Connect) participate in the Community Partners Table, and one sits at the Systems Leader Table (Oakland Unified School District [OUSD]). Youth Alive! also provides technical assistance on trauma- informed care to other manhood development programs (including those listed in this memo) throughout Oakland and Alameda County.
I-1 Summary of Oakland Culturally-Focused Manhood Development Program Project
Background The California Endowment established the Oakland-Alameda Alliance for County Boys and Men of Color (BMoC) in 2011 to improve outcomes related to the health, well-being, and economic success of boys and men of color throughout the area. The local collaborative consists of two collaborative groups: 1) The Community Partners Table, which consists of community-based organizations doing direct service and advocacy work throughout Oakland; and 2) the Systems Leaders Table, which consists of public agencies serving Oakland and Alameda County).
At a meeting in late February of 2013, the Community Partners engaged in a passionate discussion around the perceptions of the target populations being emphasized at the Table. More specifically, some participants expressed belief that the strategies discussed were being skewed more towards certain ethnic groups and nationalities. This prompted frank and fruitful discussions around assumptions underlying citizenship status as well as service needs. Through this conversation, manhood development emerged as a common strategy that could present opportunities for cross-racial collaboration, as Latino, Asian/Pacific Islander, Black, and Native American groups were all engaging their youth participants in such activities.
Among the community-based and public service organizations participating in the Alliance, we studied and highlighted the work of eight local stakeholders that are implementing culturally- focused manhood development programs and practices to improve the life experiences of boys and men of color in the Oakland-Alameda County geographic area. Four of the organizations participate in the Community Partners Table (Unity Council, Communities United for Restorative Youth Justice [CURYJ], AYPAL [Asian Pacific Islander Youth Promoting Advocacy], Intertribal Friendship House, The Mentoring Center, Village Connect, and Youth Alive!1) and one sits at the Systems Leader Table (Oakland Unified School District [OUSD]).
Portfolio of Products In studying these culturally-focused manhood development programs, we developed a series of products that demonstrate the nature and breadth of the work these organizations do toward improving outcomes for boys and men of color. The following describes each of the products that were created:
1 In addition to offering two programs centered on manhood development components, Youth Alive! also provides technical assistance on trauma-informed care to other manhood development programs (including those listed in this memo) throughout Oakland and Alameda County.
II-1 Literature review of evidence-based practices in implementing culturally-focused manhood development programs. Our team reviewed literature pertaining to key components and services proven to effect positive outcomes for boys and men of color. Through this review, we were able to develop a taxonomy of effective practices that allowed us to categorize and assess the activities of the organizations we studied. Further, our analysis establishes an evidentiary basis for the culturally-focused manhood development strategy implemented by each of the organizations.
Taxonomy and description of core practices in culturally-focused manhood development programming. The literature review produced a taxonomy of research- driven practices and program components to inform our team’s exploration of each organization’s work, and provide a basis for us to classify each program’s culturally- focused manhood development activities.
Collective infographic on culturally-focused manhood development programs. To illustrate the range of services and activities the highlighted programs offer in service of manhood development, we developed an infographic depicting features of all eight organizations. This document includes core services common to all programs, as well as specialized practices and innovative practices implemented by specific organizations. It also contains a Geographic Information Systems (GIS) map of the areas the organizations serve (on aggregate_ throughout the City of Oakland).
Program-level infographic on culturally-focused manhood development activities. As a complement to the collective infographic, we developed an additional infographic to provide a high-level overview of the specific components of the individual features. This document consists of features parallel to those within the collective document, including a GIS map of the pertinent organization’s service areas.
Program profile on culturally-focused manhood development activities. We developed brief profiles to describe each of the eight programs in detail. Profiles explain the mission of each program, as well as basic structure, key components (informed by our taxonomy), and stand-out practices that suggest innovative approaches in the program’s curriculum.
Key Findings In working with the eight programs implementing manhood development components we surfaced a number of overarching themes related to commonalities, strengths, and opportunities among the collective organizations.
Gender Lens. One theme that is salient among each organization is that programs are designed to challenge and transform traditional concepts of masculinity among young men of color. These culturally-focused manhood development programs utilize a gender lens in their curricula to instill in young men positive, strengths-based principles of masculinity.
II-2 Additionally, they teach young men what these principles mean for managing respectful, caring, and supportive relationships with girls and women within their communities. For multiple programs, the gender lens is an important tool in educating young participants about important social justice issues and their systems-level and community-level implications. Participants also learn how to take coordinated action to address the issues.
Trauma-informed Healing. At the center of the practices common to each program is an approach rooted in trauma-informed healing and support. Many of the young men in these programs have experienced and witnessed a number of disturbing phenomena, including community violence, intense poverty, displacement, familial abuse, loss of loved ones, and discrimination and profiling. To be able to address a broad range of behaviors and outcomes, these programs focus on opportunities to help their participants identify and directly address their trauma, and begin the healing process. Through this process, each program reinforces that the young men are not inherently broken, but rather require care to repair the harmful effects of broken systems. In this vein, it follows that violence prevention, intergenerational mentoring, and social-emotional support all constitute core practices across this group of manhood development programs. The fact that one of the organizations highlighted in this project (Youth Alive!) provides peer-to-peer technical assistance in this area underscores the significance of trauma-informed care manhood development work taking place locally
Culturally-focused Approach. The culturally-focused aspect of these programs is essential. Through this model, participants are able to advance their personal development within the context of the history and heritage of people within their respective racial, ethnic, and national groups. Moreover, the culturally-focused approach enables young men to engage role models who serve as corporeal examples of men who look like them and lead valuable lives, thereby affirming their own capabilities and potential. This approach also provides a specific lens through which young participants can examine the intricacies and politics of the communities and systems in which they live.
Challenges in Implementation While the culturally-focused approach allows for a targeted and relevant programmatic approach, it also presents some natural limitations in bringing such manhood development activities to scale. One of the primary advantages of this approach is the racially/ethnically- specific and community-centered focus, which privileged the nuanced experiences of different groups. However, the hyper-local focus and limited staff and resource capacity of these organizations2 are barriers to their potential to bring the model to scale throughout the city and county. Given the culturally rooted model, the eight organizations understandably coordinate their manhood development activities very minimally with one another. Nevertheless, the lack
2 Though Oakland Unified School District certainly has significantly more capacity and reach than the other organizations we discuss), it still can only presently serve a mere fraction of the African American males currently enrolled in district schools.
II-3 of coordination among these programs (and other programs engaged in this work throughout the City and County) prevents them from sharing best practices and critical resources with one another to improve program effectiveness.
In addition to limited capacity to scale their offerings, these programs also lack the resources and infrastructure to provide intensive supports to their participants after they move on from the core program. This is not to say that most of the programs do not work to maintain contact with and provide support for their graduates, but rather they are constrained in their capacity to provide intensive and ongoing services that will help their participants secure and sustain education and training, family-sustaining careers, housing, and other supportive services. This is particularly significant, as the programs often serve opportunity youth, who frequently experience unstable and inconsistent access to these services, and typically lack sufficiently strong support networks necessary to help them advance toward their goals. It is also important to note that, even as programs seek to connect their participants with local public systems, they generally lack capacity to serve and support opportunity youth within a manhood development context. It is critical that services agencies at the city and county levels work with community-based organizations to develop and grow the human and fiscal resources necessary to serve opportunity youth effectively.
Recommendations To address issues of scale, collaboration, and sustainability, these manhood development programs might benefit from more broad-based institutional partnerships. It is unquestionable that each organization highlighted in our work features a number of meaningful partnerships, and yet they are mostly programmatic in nature. To grow and sustain this work, there needs to be greater involvement among local systems-level stakeholders, who can coordinate their services with manhood development programming throughout the City and County. Accordingly, providing adequate support to improve outcomes for the entirety of the area’s opportunity youth population requires greater investment in the organizations and communities’ best suited and equipped to do the work.
It would also be beneficial for the local organizations implementing manhood development programs to establish some form of consortium. Such a consortium—even if convened through virtual channels—could allow programs share resources, mobilize around relevant policy discussions, and establish an accurate and dynamic listing of existing manhood development programs (and contacts) in the area.
Conclusion Ultimately, the eight programs highlighted in this memo represent just a sampling of the organizations providing culturally-focused manhood development activities, both within the Boys and Men of Color (BMoC) Alliance, as well as throughout the City of Oakland. These programs represent a common thread among the wide range of organizations serving a diverse array of opportunity youth populations. In that same vein, they signal an opportunity for
II-4 collective action to implement evidence-based practices toward the improvement of outcomes for boys and men of color.
II-5 Implementing Manhood Development Programs and Practices: A Review of Culturally-Focused Evidence- Based and Best Programs and Practices
Introduction Boys and young men of color, including African Americans, Asian and Pacific Islanders, Latinos, and Native Americans, comprise a relatively small percent of the United States population (Ruggles et al., 2010). However, racial/ethnic and gender disparities in nearly all prominent outcome measures, such as education (Chapman et al., 2011; ACLU, 2010; Slopen & Williams, 2010), employment (Harris & Duke-Benfield, 2010; Reyes & Nakagwa, 2010; Ruetschlin & Draut, 2013), and health and mental health (Corbin, 2010; Violence Policy Center, 2010; Slopen & Williams, 2010; Roberts, Gilman & Breslau et al., 2011), are consistently higher among boys and men of color, compared to their white and female counterparts. These alarming statistics and empirical findings have thus garnered increasing national, statewide, and local attention and efforts towards improving the life outcomes and opportunities of boys and men of color (Bryant, Harris, & Bird, 2013; Shah & Sato, 2012).
As such, the Oakland-Alameda County Alliance for Boys and Men of Color (BMoC) formed in 2011 to impact the health, well-being, and economic success of boys and men of color throughout the City of Oakland and Alameda County. This effort consists of two collaborative groups, the Community Partners Table and the Public Systems Leadership Table1, who are collectively aiming to improve boys and men of color’s educational outcomes, including academic performance, graduation rates, and readiness for careers and/or post-secondary education; participation in the labor force and the attainment “high quality” jobs and careers; and their utilization of a fully-integrated “health home2”. Among the community-based and public service organizations participating in the Alliance, eight3 are also implementing culturally- focused manhood development programs and practices as one strategy to impact the lives of boys and men of color in the Oakland-Alameda County geographic area. The following literature
1 The Community Partners Table is a consortium of direct service and advocacy community-based organizations in the City of Oakland (e.g. Unity Council, Black Organizing Project and Intertribal Friendship House). The Public Systems Leadership Table includes a group of public agencies serving the City of Oakland and communities throughout Alameda County (e.g. Oakland Unified School District, Alameda County Social Services, and Oakland Police Department) and staff members of The California Endowment.
2 Health homes are designed to be person-centered systems of care that facilitate access to and coordination of the full array of primary and acute physical health services, behavioral health care, and long-term community- based services and supports.
3 Unity Council, Oakland Unified School District, Communities United for Restorative Youth Justice (CURYJ), and AYPAL (Asian Pacific Islander Youth Promoting Advocacy), Intertribal Friendship House, The Mentoring Center, Village Connect, and Youth Alive!.
III-1 review thus documents evidence-based and best programs and practices contained within various developmental, prevention, intervention, and supportive programs and services to assist the Oakland-Alameda County Alliance and its community and public service partners to: 1) link manhood development programmatic components to culturally-focused evidenced- based and best programs and practices; 2) illuminate opportunities for alignment and nurture cross-racial collaboration; and 3) make the case for program effectiveness and sustainability. Social Policy Research Associates (SPR), an Oakland-based research and evaluation firm, with support from with the five Oakland-Alameda County BMoC Alliance partner organizations led the development of the literature review. This paper includes a description of the methodology underlying the review of culturally-focused manhood development strategies, as well as a brief discussion of the origins of Manhood Development programs and practices. This is followed by a review of literature focusing on developmental, supportive (e.g., academic, employment, case management, etc.), violence prevention, and health and mental health strategies that link to the manhood development programs and practices the five local BMoC organizations are implementing.
Methods To guide our analysis of the literature, SPR developed some initial taxonomies of manhood development strategies based on an initial review of literature and from a list of preexisting taxonomies developed for a separate database of evidence-based and best practices in implementing manhood development programs and practices. These initial taxonomies include program intervention strategies (life-course perspective, trauma based healing, fatherhood development, etc.) and root causes to challenges facing boys and men of color (violence, unemployment, trauma, dropout, etc.). These categories served as the basis for identifying additional relevant supporting literature, including peer-reviewed articles and reviews, technical reports, and white papers. We also worked in partnership with the five Oakland- Alameda County community-based and public service organizations to gather relevant program materials and resources to better understand their service delivery model and specific manhood development practices. After reviewing each organization’s program materials and resources, we finalized the taxonomies of manhood development strategies. We then categorized each organization’s programmatic components within to the taxonomy categories to determine where Oakland-Alameda County Alliance BMoC manhood development program components and practices are aligned to evidence-based and best practices identified in literature. A database containing a crosswalk between the taxonomy of culturally-focused manhood development strategies and actual service components at the five Oakland-Alameda County Alliance organizations was then developed to articulate the array of program components being implemented by each organization.
Review of Evidence-Based Practices in Culturally-Focused Manhood Development
Origins of Manhood Development Programs and Practices Rites of Passage (ROP) programs, often referred to as the predecessor to manhood development programs and strategies, were widely implemented programs throughout urban
III -2 communities and public service agencies during the 1970s and 1980s. Ancient Egypt is named as the place of origin of ROP programs, as the spiritual and moral development and preparation of native adolescents is identified as an essential cultural process of initiation into adulthood (Warfield-Coppock, 1992). ROP programs include formal and informal ceremonies and ritual practices that mark the passage or developmental transitions of an individual across the lifespan (Van Gennep, 2004). Contemporary ROP programs, including faith, family, community, and school-based programs, have adopted and adapted these cultural programs and practices to address various biological, social, and environmental issues vulnerable and disadvantaged communities and individuals of color often experience (Warfield-Coppock, 1992, Scott, 1998). Despite widespread belief that ROP programs improved outcomes for these communities and individuals, the number of operating ROP programs has diminished over time Nevertheless, the need for culturally-focused programs and services that address the multifaceted needs of boys and men of color, have led to the rise of manhood development programs and supportive services. Literature also highlights the need for collaboration among stakeholders from various entities to collectively address the complex needs of boys and men of color, build upon their strengths, and to enact social and policy change (Cororan, Hanelybrown, & Steinberg et al., 2012). Many organizations and collaborative groups, including the Oakland-Alameda County Alliance for BMoC, are therefore structuring their culturally-focused manhood development programs and support services around components contained within ROP programs.
Developmental Supports Life course perspective. Boys and men of color experience a combination of changes (e.g., physical, psychological, etc) and challenges that impact their outcomes and opportunities across the life span. The social contexts these young men live and interact, including disadvantaged urban communities, also influence their developmental trajectories overtime. Persistent racial and gender disparities among boys and men of color, in various life domains thus suggest the need for a comprehensive approach to improve the life trajectories of disadvantaged and vulnerable people of color (Sandaval, Rank, & Hirschi, 2009; Gouskova, Chiteji, & Stafford, 2010; Haas, Glymour, & Berkman, 2011). Oakland-Alameda County BMoC Alliance partners are thus utilizing a life course perspective to help boys and men of color to make meaning of their lived experiences by drawing their attention to the relationship between their individual lives the historical and socioeconomic context in which their lives unfold.
The life course perspective posits that an individuals’ developmental trajectory, from birth to death, is greatly influenced by the sequence of temporal and permanent life events and experiences, alongside structural, social, and cultural contextual cofactors (Hutchison, 2008; Elder & Rockwell, 1979). In practice, a life course approach attempts to identify, understand, and intervene against biological, social, and environmental risks factors, including exposures and experiences, while also recognizing the influence of historical and the timing critical life events have on an individual’s development and choices across the lifespan. Given its holistic approach, a life course framework is therefore identified as an effective programmatic approach for understanding and improving the life experiences, outcomes, and protective supports of racial/ethnic individuals experiencing “cumulative disadvantage” (e.g., poverty, violence exposure, etc.) (Alwin, & Wray, 2005; Sampson & Laub, 1997; Braveman & Barclay,
III-3 2009; McGonagle, Schoeni, & Sastry et al., 2012; Seabrook & Avison, 2012; Gee, Wasleman, & Brondolo, 2012; Corna, 2013).
Literature examining the application of the life course perspective documents its usefulness and effectiveness in guiding health-focused initiatives that aim to address racial/ethnic health disparities and the health equity of affected communities and individuals. For example, Wisconsin’s Maternal and Child Health (MCH) Program is a statewide life course approach that guides the state’s efforts to improve women’s heath and early childhood systems, address the needs of youth with special health care needs, and integrate chronic disease interventions. The goal of these efforts is to eliminate racial/ethnic birth outcome disparities (e.g., low birth weight, infant mortality), specifically among African American mothers and children (Rohan, Onheiber, & Hale et al., 2014). After roughly 10 years of integrating the life course framework into its statewide efforts, the approach is found to be useful for expanding preconception and women’s health initiatives; supporting non-MCH chronic disease programs, and shifting maternal and child health funding resources from individual-focused services to early childhood systems to ensure effectiveness (Rohan, Onheiber, & Hale et al., 2014). Frey, Farrell, and Cotton et al.’s (2014) examination of MCH also found the integration of a life course framework to challenge community assumptions about risk associated with negative birth outcomes, and the development of a long-term strategic plan that unifies funding and service delivery models to improve racial/ethnic birth outcomes statewide.
The life course framework is also documented as an effective strategy in providing clinical services. For example, Johnson, Jones, and Finigan et al.’s (2012) randomized clinical trial of the “Healthy Futures” Initiative, a primary care clinic intervention that targets urban youth and young adults, found the program to have a positive impact on their program participants future orientation (i.e., career goals, applying for jobs, etc.) and reductions in risk-taking behaviors (e.g., substance use, fighting, carrying a weapon, etc.). These outcomes were achieved through the use of motivational interviewing, a goal-oriented, patient-centered approach that uses collaborative conversation techniques to motivate behavior change (Miller & Rollnick, 2012). Key aspects of motivational interviewing include acknowledging patients’ own values, strengths, and concerns.
Positive youth development. Given the developmental changes and challenges boys and men of color experience across the life span, many often engage in numerous risk-taking behaviors to cope with the consequences associated these changes and challenges, such as personal identity issues and a lacking sense of self (Breinbauer & Maddaleno, 2005). However, several problems, such as homicide, suicide, and substance abuse often accompany these young men’s risk-taking behaviors, highlighting the need for positive youth development strategies that curtail these negative outcomes and experiences. Oakland-Alameda County BMoC Alliance partners are therefore implementing positive youth development programs and strategies that include skill building and identity awareness and development activities that fosters resilience, promote social, emotional, cognitive, and behavioral functioning, and assist the young men with identifying positive behaviors and opportunities for pro-social involvement. Partner
III -4 organization strategies also support youth in their development as social change leaders and movement builders.
Literature documents positive youth development programs and supports as effective strategies that enhance a young person’s overall health across the lifespan. For instance, in addition to documenting the pervasiveness of racial/ethnic and gender disparities concerning “youth disconnection” in 25 metropolitan areas nationwide, especially among African American young men, Burd-Sharps, and Lewis (2012) provide a set of practice and policy recommendations to improve the opportunities and outcomes of the nations most vulnerable youth. In particular, they recommend early childhood investments, including parental support and center-based preschools, to ensure vulnerable children enter school on the same playing field as their more affluent counterparts. They also recommend connecting at-risk youth (e.g., homeless, juvenile offenders, foster care, etc.) to intensive wraparound services, and providing multiple pathways to graduation, such as school-to-work options, that are meaningful and relevant to the lives of all youth. Prevention programs and supports that address historical inequality and racial/ethnic disparities are also recommended as a key strategy to positively influence the developmental trajectory of boys and men of color.
Fatherhood development. Throughout the twentieth century, the structure of many American families, primarily African American, has changed. According to the 2010 census, single parent households comprise one third of the U.S. population, in which the number of single mother- headed households was twice that than the number of single-father headed households (15.3 million and 5.8 million, respectively. (U.S Census Bureau, 2011). This change in U.S. family structure has caused many men of color to not be part of the psychological and social development of their children. As a result of the growing trend of father absence Oakland- Alameda Alliance partners’ programmatic components encourage teen boys and men of color fathers to remain involved in the lives of their children. Through various one-on-one and group programs and services, Oakland-Alameda Alliance partners teach the young men parenting strategies that aim to positively impact their children’s psychological, educational, and health development and well-being. Partner organizations also promote and strengthen co-parenting relationships among boys and men of color, and provided programs and services designed to reduce risky behaviors, including substance abuse, unsafe sex, illegal activities, and violent behaviors.
In regards to fatherhood development strategies, studies examining father-child contact, including nonresident fathers, find the role and involvement of fathers in the lives of their children to be significantly and positively associated with a child’s overall well-being (Amato & Gilbreth, 1999; Marsiglio, Amato, & Day et al., 2000; King, Harris, & Holly, 2004; Carlson, 2006;). In particular, Howard, Burke Lefever, and Borkowski (2006) found, in their examination of father involvement among 134 children of adolescent mothers over the first 10 years of life, that children with consistent father contact had higher levels of socio-emotional functioning (e.g., establishing positive relationships) and academic achievement (e.g., reading and math), compared to children with uninvolved fathers. Positive socio-emotional functioning and
III-5 academic achievement were significant across the first eight years of life, and findings were also consistent among nonresident fathers.
Educational and Employment Supports Academic supports. Students, primarily students of color and boys and young men, attending under performing schools in urban neighborhoods plagued with concentrated disadvantage (e.g., poverty, unemployment, crime, etc.), often enter school with lower academic skills than their affluent counterparts (Fix & Passel, 2003). The conditions of underperforming schools, which includes less qualified teachers, large teacher-student ratios, and limited educational resources, also increase students’ academic deficits overtime (Lee & Burkham, 2002; Peske & Haycock, 2006; Legters, Balfanz, & Jordan et al., 2002). For instance, 2006 National Assessment of Educational Progress (NAEP) reading results revealed that in California, African American and Latino fourth graders are more likely to score below proficient in reading, compared to whites (2.2 times and 2.3 times, respectively) (U.S. Department of Education, 2007). Additionally, the State of California fails to graduate 34 percent of its African American students and 25.5 percent of its Latino students, as compared to 12.2 percent of its white students (ACLU, 2010). Oakland-Alameda Alliance partner’s academic and educational support programmatic components thus include a variety of academic supports, such as tutoring, GED test-prep, counseling, and advocacy in an effort to improve the educational outcomes of boys and men of color. Alliance partners also connect their boys and men of color to training, certification, and college pathway programs, and provide post-secondary education exposure and support, including college visits, counseling, and financial aid assistance.
Literature documents school and community-based educational support programs and services that align with Alliance partner strategies. For instance, academic supports such as counseling, advocacy, skill building (e.g., tutoring, GED test prep), and mentoring are highlighted as effective strategies to address the academic needs of disadvantaged students (Standing, Judkins, & Keller et al., 2008; Kannel-Ray, Lacefield, & Zeller, 2008). These supports are typically provided in the school setting by school-based staff and community members, in which mentoring programs, in particular, are found to increase the overall academic performance and pro-social behaviors of youth, specifically boys and men of color (Rhodes, Grossman, & Resch, 2000; Herrera et al., 2007; Hanlon, Simon, & Callaman, 2009; Carswell, Hanlon, & O'Grady et al., 2009). For instance, in their synthesis of experimental evaluations of 19 mentoring programs, Lawner, Beltz, and Moore (2013) found ten4 of 15 programs providing academic services and support to significantly impact students educational outcomes (graduation, grades, attendance, etc.). More specifically, mentoring-only and mentoring approaches combined with other program components that are community-based, target at-risk youth, last at least one year,
4 Big Brothers Big Sisters School-Based Mentoring, Career Beginnings, Department of Education Student Mentoring Program, Mentor Program to Reduce Stereotype Threat-Attribution Condition, Mentor Program to Reduce Stereotype Threat-Incremental Condition, National Guard Youth ChalleNGe Program, Project Belong, Quantum Opportunities Program, Study of Mentoring in the Learning Environment, and Three Generations Project.
III -6 and include adult and older peer mentors, had the most positive impact on students. Middle school-based mentoring programs and those providing mentor training and support were also found as effective approaches.
Post-secondary education supports and work-based opportunities are also found to increase student’s academic skills and supports, engagement to school, and post-secondary education prospects (Kemple & Willner, 2008; Harris & Duke Benfield, 2010). Career pathways programs and services, such as career academies, are identified as a key school-to-career approach (Stern, Dayton, & Raby, 2010; Kemple, Herlihy, & Smith, 2005). For example, a random assignment evaluation examining the “Career Academy” approach of nine high schools located in low-income urban neighborhoods nationwide, found the approach led to improvements in students’ high school experiences, such as increasing teacher and peer interpersonal support, improving attendance and credit attainment, and the development of a diverse transcript consisting of academic, career and technical courses. These findings were most significant among “high-risk” students. The “Career Academy” approach also increased the percentage of young people, particularly boys and men of color, living independently, experiencing positive marriages, and serving as a custodial parent. Frustenberg and Neumark (2005) also found positive program effects on high school graduation and increased college attendance and aspirations among students, including at-risk youth. Given these findings, several scholars identify the need to build post-secondary and career pathways as early as elementary school, and link them with strategies to address the academic and non-academic needs and barriers of high-risk urban youth (Fergus & Noguero, 2010; Keckman, Moon, & Pinto et al., 2009; Harris & Duke-Benfield, 2010).
Studies also find parental involvement in their child’s education, and strength-based family- centered interventions to positively influence a child’s behavior (Gross, Garvey, & Julian et al., 2009; Piquero, Farrington, & Welsh et al, 2009) and overall academic performance (Stormshak, Connell, & Dishion, 2009; Hanlon, Simon, & Callaman, 2009; Ou & Reynolds, 2010; Heckman, Moon, & Pinto et al., 2010). Reading proficiency is highlighted as a key indicator to measure students’ school readiness and academic progress (Musen, 2010), in which studies find parental involvement, as early as preschool, to facilitate positive language and literacy development (Sheridana, Knoche, & Kupzyk et al., 2011). For instance, a randomized control trial of “The Getting Ready”5 intervention, which included 217 preschool students, 211 parents, and 29 head start teachers, found teacher ratings on language use, reading, and writing to be significantly greater among students receiving the intervention, compared to those who did not. Specifically, program participants outperformed non-program participants by 89 percent in reading and 82 percent in writing.
5 The “Getting Ready” intervention, an integrated, ecological, strengths-based model, is a relationship-based model to promote school readiness among young children and their families from birth five years of age.
III-7 School dropout prevention and intervention strategies. National dropout trends consistently show that youth of color, primarily African American and Latino boys and young men are at increased risk of dropping out of school, compared to their White and female counterparts (Chapman et al., 2011). Fourth grade reading proficience results also document that 83 percent of African American, 81 percent of Hispanic, and 78 percent of American Indian students perform below proficiency in reading, compared to 55 percent of white fourth graders reading below proficiency (U.S. Department of Education, 2013). Oakland-Alameda County BMoC Alliance partners program components therefore assist boys and young men of color understand the value of education to their future aspirations by helping them to develop and supporting their short and long-term educational and economic goals, in addition to the aforementioned academic supports. These educational supports and strategies are essential improving the educational outcomes of boys and young men of color, as research indicates that out-of-school, or “disconnected youth,” experience many negative economic consequences in the transition to adulthood (Curry & Thomas, 1992; Pettit & Western, 2004; Snyder & McLaughlin, 2008; Chen & Kaplan, 2003; Holzer, Raphael, & Stoll, 2007; Pager, 2007).
Dropout prevention programs and strategies targeting boys and men of color are highlighted as effective in improving boys and young men’s academic skills while also increasing their overall connectedness to school which aids in detouring them from truancy, gang-involvement, and associated illegal activity. For instance, school-based programs and strategies that are identified by literature as effective in reducing dropout-related predictors, such as truancy, includes practices that are student-focused, grade specific, and engages parents and community members (Kennelly & Monrad, 2007; Maryland Administrative Office of the Courts, 2011; Socias, Dunn, & Parrish et al., 2007). These programs and services also combine college preparatory, career, social and emotional skills training, (Kennelly & Monrad, 2007; Clark, Dayton, & Tidyman et al., 2007), mentoring support (Tyler & Lofstrom, 2009), addresses school climate, use student assessments that are standardized (Kurlaender, Reardon, & Jackson, 2008) and identify early English proficiency needs (Callahan, 2013), and improves teacher-student and pro-social peer relationships and networks as additional promising practices. For instance, an evaluation of the Truancy Court Program (TCP), a voluntary 10-week, in-school program for students at risk of truancy in Baltimore City Schools, found TCP graduation was associated with improved student attendance (Administrative Office of the Courts, 2011). Key TCP components include mentoring, mock court session with volunteer judges, school-based staff members and law students, tracked student academic progress and attendance, and student and parent referrals to supportive services.
Multilevel partnerships that support interagency collaboration (Maryland Administrative Office of the Courts, 2011), and use student-level data to identify early dropout warning risk and to track student progress over time are also key system and community-level strategies (Rumberger & Arellano, 2007; Anderson, Christenson, & Sinclair et al., 2004; Kennelly & Monrad, 2007; Mac Iver & Mac Iver, 2009; Herzog, Davis, & Legters, 2013; Heppen & Therriault, 2008). More specifically, studies examining the dropout crisis in California find district and school-level capacity building supports as a key dropout prevention strategy, and recommend
III -8 establishing a statewide consortium of dropout prevention and support providers (Supovitz, 2008 Rumberger, 2008; Supovitz, 2008)
Literature also highlights effective strategies to reconnect out-of-school youth (OSY) to school. For instance, in examining 12 case studies of urban and rural communities reconnecting OSY nationwide, Halperin and Martin (2006) devised a list of recommendations, based on identified educator, policymaker, and community leader’s reported best practices. Specifically, the authors recommend using anti-bullying platforms and innovative policies to make the case that dropout intervention strategies are essential to school reform efforts. They also recommend reestablishing and expanding federal legislation (i.e., Adult Education and Family Literacy Act) and funding streams that promote community-wide OSY efforts and encourage community college involvement, and to expand statewide alternative education pathways by implementing and building upon proven effective dropout interventions, such as the American Conservation and Youth Service Corps, YouthBuild U.S.A., Youth ChalleNGe, and Jobs for America’s Graduates (Yastrzab et al., 1996; Guard Bureau, 2005; Schochet, Burghardt, & Mchonnell, 2008; Bloom 2009, Bloom 2010). Furthermore, the authors highlight the need for a direct focus on dropouts and involvement among district- and school-level administrators in dropout recover efforts, and the creation of an alternative education network. They also highlight that effective program offerings often include participant stipends and other financial incentives.
Employment supports. Research documents that African American and Latino young men experience higher unemployment and underemployment rates than whites, especially those with no diploma or college degree (Edelman & Holzer 2013; Ruetschlin & Draut, 2013). In particular, one in four African Americans and one in seven Hispanics between the ages of 18 and 24 is documented as looking for employment, yet unable to secure one (Ruetschlin & Draut, 2013). Furthermore, in 2013, among 18 to 24 year olds who obtained a high school diploma, yet have no college experience, 19.7 percent were unemployed and one in three was underemployed (Ruetschlin & Draut, 2013). Oakland-Almeda BMoC Alliance partner organizations’ program components therefore includes a range of job preparation, placements support, and retention strategies to improve boys and men of color’s employment outcomes and opportunities. Partners also use these strategies to motivate boys and men of color to overcome internal and external barriers to employment, especially among young men with a criminal record.
Employment programs and support strategies are documented in literature as an effective approach to providing employment training services to disadvantaged communities and individuals of color. For example, Job-Plus, a community revitalization initiative for public housing families that provides employment-related services, financial incentives, and community support for work, found a 16 percent increase in average annual earnings among program participants in three of six program sites seven years after the program ended (Riccio, 2010). Early implementation findings from an impact evaluation of Year Up, a year-long employment training and workforce experience program for urban young adults 18-24, also found program participants to have higher average earnings (30 percent) after a year of workforce participation (Roder & Elliot, 2011).
III-9 Attributes of employment programs that are effective in improving the workforce prospects and outcomes of hard-to-employ populations, including “opportunity” and “disconnected” youth are also documented in literature (U.S. Government Accountability Office, 2008; Belfield, Levin, & Rosen, 2012). As noted above, specific attributes of effective programs and supports include components consisting of career exposure and meaningful work experience opportunities, such as volunteer and paid temporary or transitional subsidized employment (Blank & Wharton-Fields, 2008; Bloom & Haskins, 2010; Warland, Young, & Lower-Basch, 2013), intensive, wraparound case management (Hastings, Tsoi-A-Fatt, & Harriss, 2010), and industry- recognized certificates (Bozell & Goldberg, 2009; Carnevale, Rose, & Hanson, 2012). Effective employment programs also have high participant expectations (Harris, 2006), are guided by a theory of change, and commit to providing professional development opportunities for program staff members (Pate, Lerner, & Browning, 2011).
Strong system- and community-level collaborations and funding strategies, such as an effective convening and administrative entity (Hastings, Tsoi-A-Fatt, & Harriss, 2010) and cross-sector groups (Corcoran et al., 2012; White House Council for Community Solutions, 2012) are also highlighted in literature as a comprehensive approach to delivering employment services and improving employment outcomes, and post-secondary opportunities among high-risk youth. Literature also documents effective system and community strategies as those employing a streamlined paperwork and processes (Harris, 2006), accessing flexible block grants (Warland, Young, & Lower-Basch, 2013), and the development of system and organizational policies that increase earnings and removes participant barriers to employment (Holzer, 2011; Edelman & Holzer, 2013). Additionally, while a random assignment evaluation of the Center for Employment Opportunities (CEO) (a comprehensive employment program aiming to improve the labor market prospects and reduce recidivism rates of offenders returning to urban environments), found no significant employment or earnings outcomes among program participants, the intervention did produce reductions in recidivism from 16 to 22 percent. Findings thus suggest that engaging high-risk individuals, such as disconnected and formerly incarcerated youth, early in employment-type programming, as an effective program strategy (Redcross, Millenky, & Rudd et al., 2012).
As mentioned above, school-to-career pathways strategies are identified as an effective approach to improve the educational outcomes and post-secondary education prospects among high-risk youth (Furstenberg & Neumark, 2005; Burd-Sharps, & Lewis, 2013). Specifically, studies find this strategy to improve workforce opportunities and employment outcomes of high-risk youth, especially boys and men of color. For instance, Kemple and Willner’s (2008) examination of the career academy approach found significant positive and sustained average earnings (11 percent) among career academy participants, compared to non- academy participants. Moreover, these program impacts were most significant among young men, wherein young men who participated in career academies, and worked through the eight- year follow-up period of the study, were employed full time 70 of the 80 month follow-up period, compared to 63 of 74 months for non-academy male students. Increased investments in career pathways strategies and partnership systems are thus suggested as an effective strategy
III -10 to support the labor market prospects and outcomes of boys and young men of color (Spence & Vandal, 2007; Hastings, Tsoi-A-Fatt, and harriss, 2010).
Supportive Services and Strategies Case management, counseling, and coaching services and supports. A number of individual, community, and system-level factors often prevent opportunity and disconnected boys and men of color from easily accessing supportive programs and services and achieving positive life outcomes (Osgood, 2005; Holzer, 2007; Belfield, Levin, & Heard et al., 2012, Bridgeland & Milano, 2012). Moreover, staff members on the receiving ends of such programs or systems are not always well equipped to meet the varied needs of boys and men of color. In either case, literature documents and highlights the critical need to connect high-risk boys and men of color to culturally sensitive, respectful, and trusting adults for improved individual and system-level outcomes (Schley, Radovini, & Halperin et al., 2011; Wohl, Garland, & Wu et al., 2011). Alliance partner program components are therefore composed of formal (i.e. case manager) and informal (i.e., adult mentor or advocate) case managers, counselors, advocacies and coaches, who provide a variety of effective case management services and supports to assist boys and men of color with meeting their multifaceted needs and personal goals. In particular, case mangers connect boys and men of color to supportive services and programs, and provide advocacy support to help them navigate the court systems, such as getting criminal records expunged. As noted above, case management delivery systems and supports that use an intensive, wraparound approach offer an effective service delivery approach with high-risk youth (Brinson, Hassel, & Rosch, 2008; U.S. Government Accountability Office, 2008; Burd- Sharps, & Lewis, 2012). Studies also find case management approaches that are client-focused to positively impact high-risk youths’ educational outcomes, substance use, and gang and criminal justice involvement (Arbreton & Mclanahan, 2002; Anderson-Bucher, Newsome, & Ferrari, 2003).
Intergenerational mentoring. Lacking the presence of caring and positive adult role models and relationships, often lead boys and men of color to seek advice from their peers when faced with complex life situations. Yet, their peers often face similar challenges (Karcher, Kuperminc, & Portwood et al., 2006), and are not always equipped with their knowledge, skills, or lived experience to offer sound advice or support. While adult and older peer mentoring programs are highlighted as an effective strategy improving a variety of academic and non-academic outcomes of youth (Herrera et al., 2007; Rhodes, Grossman, & Resch, 2000), intergenerational mentoring, which involves a process of whereby youth are mentored by adults 55 years of age or older (Rogers & Taylor, 2008), is another culturally-focused manhood development strategy the five Oakland-Alameda County BMoC Alliance partners are utilizing. Studies examining intergenerational mentoring programs and services find the strategy to increase student’s knowledge, attitudes, and behaviors surrounding substance use and abuse, enhanced self- esteem, social skills, and school engagement, and long-lasting intrapersonal relationships (LoSciuto, Rajala, & Townsend et al., 1996; Taylor, Losciuto, & Fox et al., 2008; Zucchero, 2011). Findings also highlight older men of color’s availability, practical experiences and wisdom, and cultural practices and traditions as key elements, and most valuable in transmitting knowledge
III-11 and skills, and providing support to vulnerable boys and men of color (Wilson, Cordier, & Wilson-Whatley, 2013; Young & Janke, 2013).
Violence Prevention Supports Boys and men of color are disproportionately exposed to and are victims of violent crime, including gun violence, domestic abuse, and bullying, than any other racial and/or gender group nationwide (Joycox, Stein, Kataoka et al., 2002; Gutterman, Hahm, & Cameron, 2002;). They are also disproportionately arrested and incarcerated (Arya & Augarten, 2007), in which approximately 100,000 juvenile offenders return to the community from a juvenile correctional facility each year (Snyder, 2004). Violence prevention strategies are therefore essential to improving the life outcomes and opportunities of boys and men of color, as these young men face numerous barriers and obstacles, such as poor academic performance, housing and mental health deficiencies, substance abuse issues, and limited employment options, especially given the added identity of “offender” (Duncan, Kennedy, & Patrick, 1995; Altschuler & Brash, 2004; Kubrin & Stewart, 2006; Pullmann et al., 2006).
Oakland-Alameda County BMoC Alliance partners’ manhood development programs and strategies are structured to assist boys and men of color understand the root causes of systemic issues that contribute to violence and criminal justice involvement. In addition to educating the young men about disparities and oppression caused by class, race and environment, partner programs and strategies also help boys and men of color have greater ownership of their own community by showing them how the can serve their communities as advocates, leaders and change makers. The aim of these strategies are to shift the young men’s perspective on what’s possible and to instill a higher degree of confidence and hope to influence positive decision- making.
A number of effective individual and school-wide violence prevention interventions are therefore aiming to improve the overall connectedness between boys and men of color and their schools. For instance, Becoming A Man (B.A.M.), a violence prevention and dropout program, provides in-school social-cognitive skills training, in some cases complemented by an after-school sports program, for at-risk male students in grades seven through twelve. A randomized field experiment of B.A.M. that examined 2,740 disadvantaged males in grades seven through ten in 18 Chicago Public Schools found a 10 to 23 percent increase in graduation rates among young men at graduation-age, and a 44 percent decrease in violent crime during the first year of the program, compared to non-program participants (University of Chicago Crime Lab, 2012). The likelihood of future criminal justice involvement was also decreased. Student surveys focused on perseverance and emotional health, also suggest program components to intervene against violence engagement, and school drop out. Program activities such as stories, role-playing, group exercises, and the after-school sports program, achieved these outcomes by focusing on participants emotional self-regulation, raising aspirations for the future, and providing conflict resolution skills training. Others studies find that small class sizes, low student-teacher ratios, and matriculation in high school occupational courses reduce young men’s risks of criminal justice involvement (Arum and Beattie (1999).
III -12 Strength-focused interventions are also found to be effective strategies in preventing boys and men of color violence engagement. For instance, the State of Maryland conducted a formative evaluation of their high-fidelity implementation of Positive Behavioral Intervention and Supports (PBIS), a school-wide evidenced based program that builds on existing school and individual-level strengths. Findings indicate that among the 467 schools implementing PBIS, 182 were reporting office disciplinary referrals using an Internet based school-wide information system. Among the 182 schools for whom records were available, there was a 43 percent reduction in office disciplinary referrals among elementary schools, 33 percent among middle schools, 37 percent among high schools, and 72 percent among K- (8-12) schools (Barrett, Bradshaw & Lewis-Palmer, 2008). Results thus highlight promising effectiveness of the PBIS in schools throughout urban districts.
While literature finds individual, school-based, and strengths-focused interventions are effective at reducing experiences with violence among boys and men of color, several studies also point to the need for investments in family and neighborhood-level interventions to combat the pervasiveness of racial disparities in exposure to and engagement in violence, and victimization within high-risk urban communities (Sampson, Morenoff, & Raudenbush, 2005; Gardner & Brooks-Gunn, 2009; Harding, 2009; Cooley-Strickland, Quille, & Griffin et al., 2009, Stoddard, Henly, & Sieving et al., 2011; U.S. Attorney General's National Taskforce on Children Exposed to Violence, 2012). For instance, Biglan and Hinds (2009), in their review of randomized controlled trials of community interventions addressing health outcomes, find community-level interventions prevent antisocial behavior among young people.
Trauma-Based Healing and Mental Health Supports Post-Traumatic Stress Disorder (PTSD), which results from a direct, witnessed, indirect, or repeated traumatic life experience such as sexual abuse or violence (American Psychiatric Association, 2013), is an important health concern for boys and men of color, given their disproportionate rates of violence crime victimization and exposure. Racial/ethnic and gender disparities in access to quality health and mental health care services (Jones, Crump, & Loyd, 2012), and the need to build the resilient and coping strategies among boys and men of color who have knowledge of others’ victimization, witness violence, and experience direct victimization (Brady, Gorman-Smith, & Henry et al., 2008; Harding, 2009) also highlight the need for culturally sensitive and age- and gender-specific strategies to address the overall health needs of boys and men of color.
Alliance partners are therefore employing a number trauma-based healing and mental health programs and supports to meet the multifaceted health needs of boys and men of color. In particular, these programs and supports include a combination of therapeutic self-expression, peer support, communication, and resilience and coping skill-building activities (e.g., dramas, photographs, videos, etc.) that provide a therapeutic experience and a protective and stabilizing effect to assists the young men with managing their psychological distress with the goal of improving their overall well-being and functioning. Partner organizations programs and supports are also located in geographic areas that are accessible to boys and men of color, and are composed of staff members with similar backgrounds.
III-13
These strategies are documented as effective in addressing the health and mental health needs of boys and men of color. For instance, the Supports for Students Exposed to Trauma6 (SSET) program, a 10-session school-based cognitive behavioral support group intervention for students exposed to violence and suffering from PTSD, was found, on average, to decrease program participants’ scores on the Child Post-Traumatic Stress System Scale (CPSS) by 86 percent, and depressive symptoms by 67 percent, improving their overall psychosocial functioning, compared to non-program participants (RAND, 2011). To achieve these outcomes, the SSET program uses school counselors, teachers, and other nonclinical staff members who lead individual and group activities with targeted students. These staff members educate students about common reactions to stress and trauma, teach new and practice coping and relaxation strategies, and engage students in a range visual and written project-based activities to help them cope with the effects of violence exposure and victimization (Jaycox, Langley, & Dean, 2009; Ngo, Langley, & Kataoka et al., 2008). The group facilitator also acts as a “coach,” to build students resilience and coping skills This intervention also appears to be an effective approach to meeting the cultural and manhood development needs of boys and men of color, as it was implemented at urban middle schools composed primarily of Latino students.
Conclusion The literature reviewed here describes evidence-based strategies in delivered using a combination of community, family, school, and individual approaches, in an effort to meet the developmental, educational, employment, mental health and other supportive needs of boys and men of color. Early childhood investments, especially father-child contact and maternal support, such as Wisconsin’s statewide Maternal Child Health (MCH) program, are successful in intervening against temporal and permanent life experiences and contextual risk factors. These early investments and approaches also ensure the effective delivery of services within and across systems for vulnerable communities and individuals, including boys and men of color. The use of the life course perspective among Oakland-Alameda County BMoC Alliance partners thus serves to improve the development trajectories of boys and men of color, while also helping them to make meaning of their lived experiences.
School-to-career programs, such as the “Career Academy” Approach effectively addresses the academic and non-academic needs of high-risk urban youth. Parental involvement in their child’s education, such as the Getting Ready Intervention, also effectively improves students’ overall academic performance, specifically reading. Moreover, educational and employment programs and interventions, such as the American Conservation and Youth Service Corps, YouthBuild U.S.A., Youth ChalleNGe, and Jobs for America’s Graduates, utilize intensive wraparound case management approach, provide support through mentoring, and offer
6 SSET is an adapted version of the Cognitive Behavioral Intervention for Trauma In Schools (CBITS), a tested and proven school-based strategy to build resilience and coping skills among students exposed to violence and experiencing PTSD.
III -14 tutoring, GED preparation, post-secondary support, and counseling and advocacy services which positively influences the academic skills and performance, and labor market prospects and participation of boys and men of color. Given boys and men of color’s negative experiences within school and limited experience within the formal workforce system, these practices improve their connectedness to school, while also helping to prevent their engagement in high-risk behaviors, such as substance abuse and delinquency. Furthermore, Trauma-based healing supports that address root causes and allow self-expression, build on the resilience and strengths of boys and men of color.
In sum, while there is an array of effective practices that reach beyond this review, manhood development programs that are gender-specific, age appropriate, strength-focused, family- centered, and meaningful and relevant to the lives of boys and men of color are shown to improve their life outcomes and opportunities across the life span. Strategic partnerships among organizations and various stakeholders are also effective in broadening the scope and impact of culturally-focused manhood development programs, wherein community-school partnerships, such as in the case of the Harlem Children’s Zone7 (HCZ), are cited as effective strategies that should receive strategic investments from various stakeholders (Dobbie & Fryer, 2009; Heckman, 2006). Literature thus suggest that Oakland-Alameda County BMoC Alliance partners’ programs and strategies should extend to address the early childhood needs of boys and men of color, to broaden the scope of their impact. Alliance partners should also continue to remain proactive in developing multilevel partnerships to build a comprehensive system of supports for boys and men of color in the Oakland-Alameda County region. However, financial resources and investments is an essential component to improving the life outcomes and opportunities of boys and men of color, in which continual and additional investments in culturally-focused manhood development strategies are needed.
7 HCZ combines community investments and charter schools to improve a number of educational outcomes for children and youth of color from disadvantage neighborhoods.
III-15 References
Administrative Office of the Courts. (2011). Evaluation of the truancy court program in Baltimore City (SJI-08-N-086). Social Justice Institute. Retrieved from: http://www.igsr.umd.edu/applied_research/Pubs/TCP%20Evaluation%20Report.pdf.
Alwin, D. F., & Wray, L. A. (2005). A life-span developmental perspective on social status and health. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 60 (Special Issue 2), S7-S14.
American Civil Liberties Union of Northern California (ACLU). (2010). Discipline in California schools: Legal requirements and positive school environments. San Francisco: ACLU of Northern California. Retrieved from https://www.aclunc.org/sites/default/files/discipline_in_california.pdf.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Amato, P. R. (1998). More than money? Men’s contributions to their children’s lives. In A. Booth & A. Crouter (Eds.), Men in families (pp. 241 – 278). Hillsdale, NJ: Erlbaum.
Amato, P. R., & Gilbreth, J. G. (1999). Nonresident fathers and children's well-being: A meta- analysis. Journal of Marriage and the Family, 557-573.
Anderson-Butcher, D., Newsome, W.S., & Ferrari, T. (2003). Participation in Boys and Girls Clubs and relationships to youth outcomes. Journal of Community Psychology, 31(1), 39-55.
Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113.
Altschuler, D.M. and Brash, R. (2004). Adolescent and teenage offenders confronting the challenges and opportunities of reentry. Youth Violence and Juvenile Justice, 21, 72-87.
American Psychiatric Publishing. (2013) Diagnostic and statistical manual of mental disorders (5th ed). Arlington, VA: American Psychiatric Publishing.
Arbreton, A. J., & McClanahan, W. S. (2002). Targeted outreach: Boys & girls clubs of America's approach to gang prevention and intervention. Philadelphia, PA: Public/Private Ventures. Retrieved from: http://files.eric.ed.gov/fulltext/ED466518.pdf.
Arum, R., & Beattie, I. R. (1999). High school experience and the risk of adult incarceration. Criminology, 37(3), 515-540.
III -16
Arya, N. & Augartn, I. (2007). Critical condition: African-American youth in the justice system (Policy Brief). Race and Ethnicity (Vol. 2). Washington: DC.
Barrett, S. B., Bradshaw, C. P., & Lewis-Palmer, T. (2008). Maryland Statewide PBIS Initiative Systems, Evaluation, and Next Steps. Journal of Positive Behavior Interventions, 10(2), 105-114.
Belfield, C. R., Levin, H. M., & Rosen, R. (2012). The Economic Value of Opportunity Youth. Corporation for National and Community Service. Retrieved from: http://files.eric.ed.gov/fulltext/ED528650.pdf.
Biglan, A., & Hinds, E. (2009). Evolving prosocial and sustainable neighborhoods and communities. Annual Review of Clinical Psychology, 5, 169.
Blank, S. & Wharton-Fields, D. (2008). Helping public housing residents’ find and keep jobs: A guide for practitioners based on the jobs-plus demonstration. New York, NY: MDRC. Retrieved from: http://www.mdrc.org/sites/default/files/helping_public_housing_residents_fr.pdf.
Bloom, D., & Haskins, R. (2010). Helping high school dropouts improve their prospects (Policy Brief). Future of Children. Retrieved from: http://futureofchildren.org/futureofchildren/publications/docs/20_01_PolicyBrief.pdf.
Bozell, M. R., & Goldberg, M. (2009). Employers, low-Income young adults, and postsecondary credentials: A practical typology for business, education, and community leaders. Workforce Strategy Center. Retrieved from: http://files.eric.ed.gov/fulltext/ED507904.pdf.
Brady, S. S., Gorman-Smith, D., Henry, D. B., & Tolan, P. H. (2008). Adaptive coping reduces the impact of community violence exposure on violent behavior among African American and Latino male adolescents. Journal of Abnormal Child Psychology, 36(1), 105-115.
Braveman, P., & Barclay, C. (2009). Health disparities beginning in childhood: A life-course perspective. Pediatrics, 124 (Supplement 3), S163-S175.
Breinbauer, C. & Maddaleno, M. (2005). Youth: Choices and change: Promoting healthy behaviors in adolescents (Vol. 594). Pan American Health Org.
Bridgeland, J. M., & Milano, J. A. (2012). Opportunity road: The promise and challenge of America's forgotten youth. Civic Enterprises. Retrieved from: http://files.eric.ed.gov/fulltext/ED530471.pdf.
III-17 Brinson, D., Hassel, B.C., & Rosch, J. (2008). Connecting youth through multiple pathways. Annie E. Casey Foundation. Retrieved from: http://www.issuelab.org/resource/connecting_youth_through_multiple_pathways
Bryant, R., Harris, L., & Bird, K. (2013). Investing in boys and young men of color: The promise and opportunity. Robert Wood Johnson Foundation. Retrieved from: http://files.eric.ed.gov/fulltext/ED540401.pdf.
Burd-Sharps, S., & Lewis, K. (2013). One in seven: Ranking youth disconnection in the 25 largest metro areas. Hilton Foundation. Retrieved from: http://ssrc- static.s3.amazonaws.com/moa/MOA-One_in_Seven09-14.pdf
Callahan, R.M. (2013). The English learner dropout dilemma: Multiple risks and multiple resources (Report #19). California Dropout Research Project Report. Retrieved from: file:///Users/charleslea/Desktop/researchreport19.pdf.
Carlson, M. (2006). Family structure, father involvement, and adolescent behavioral outcomes. Journal of Marriage and Family, 86, 137-154.
Carnevale, A. P., Rose, S. J., & Hanson, A. R. (2012). Certificates: Gateway to Gainful Employment and College Degrees. Georgetown University Center on Education and the Workforce. Retrieved from: http://files.eric.ed.gov/fulltext/ED532679.pdf.
Carswell, S. B., Hanlon, T. E., O'Grady, K. E., Watts, A. M., & Pothong, P. (2009). A preventive intervention program for urban African American youth attending an alternative education program: Background, implementation, and feasibility. Education & Treatment of Children, 32, 3, 445.
Chen, Z., Kaplan, H. (2003). School failure in early adolescence and status attainment in middle adulthood: A longitudinal study. Sociology of Education, 76, 2, 110-127.
Clark, P., Dayton, C., Stern, D., Tidyman, S., & Weisberg, A. (2007). Can combining academic and Career-Technical Education improve high school outcomes in California? Santa Barbara, CA: California Dropout Research Project. Retrieved from: http://casn.berkeley.edu/resource_files/ca-dropout-project4.pdf.
Cooley-Strickland, M., Quille, T. J., Griffin, R. S., Stuart, E. A., Bradshaw, C. P., & Furr-Holden, D. (2009). Community violence and youth: Affect, behavior, substance use, and academics. Clinical Child and Family Psychology Review, 12, 2, 127-156.
Corna, L. M. (2013). A life course perspective on socioeconomic inequalities in health: A critical review of conceptual frameworks. Advances in Life Course Research, 18, 2, 150-159.
III -18 Cororan, M., Hanleybrown, F., Steinberg, A. & Tallant, K. (2012). Collective impact for opportunity youth. Foundation Strategy Group. Retrieved from: http://www.fsg.org/tabid/191/ArticleId/735/Default.aspx?srpush=true.
Curry, G. D. and Thomas, R. W. (1992). Community organizing and gang policy response. Journal of Quantitative Criminology, 8, 4, 357-374.
Dobbie, W., & Fryer, R.G. (2009). Are high quality schools enough to close the achievement gap? Evidence from a social experiment in Harlem (No. W15473). National Bureau of Economic Research. Retrieved from: http://huskysport.uconn.edu/huskysport/assets/file/HartfordZone/hcz/Dobbie%202009 .pdf.
Duncan, R. D., Kennedy, W. A., and Patrick, C. J. (1995). Four-factor model of recidivism in male juvenile offenders. Journal of Clinical Child Psychology, 24, 250-257.
Edelman, P. B., & Holzer, H. J. (2013). Connecting the disconnected: Improving education and employment outcomes among disadvantaged youth (No. 56). IZA Policy Paper. Retrieved from: http://www.econstor.eu/bitstream/10419/91776/1/pp56.pdf.
Elder, G. H., & Rockwell, R. C. (1979). The life-course and human development: An ecological perspective. International Journal of Behavioral Development, 2, 1, 1-21.
Ellis, S. (2003). Changing the lives of children and older people: Intergenerational mentoring in secondary schools. The Beth Johnson Foundation. Retrieved from: http://scottishmentoringnetwork.co.uk/assets/downloads/resources/JohnstonFoundati onInterGenerational.pdf
Fix, M. and Passel, J. S. (2003). U.S. immigration: Trends and implications for schools. Washington, DC: Urban Institute. Retrieved from: http://www.williamperezphd.com/articles/fix-passel-2003.pdf.
Fergus, E. & Noguero P. (2010). Doing what it takes to prepare black and white Latino males for college. In Changing places: How communities will improve the health of boys of color (pp. 97-139). Berkeley and Los Angeles: University of California Press.
Frey, C. A., Farrell, P. M., Cotton, Q. D., Lathen, L. S., & Marks, K. (2014). Wisconsin’s life course initiative for healthy families: Application of the maternal and child health life course perspective through a regional funding initiative. Maternal and child health journal, 18, 2, 413-422.
Furstenberg, F. F., & Neumark, D. (2005). School-to-career and post-secondary education: Evidence from the Philadelphia Educational Longitudinal Study (No. W11260). National
III-19 Bureau of Economic Research. Retrieved from: http://www.econstor.eu/bitstream/10419/21328/1/dp1552.pdf.
Gardner, M., & Brooks‐Gunn, J. (2009). Adolescents' exposure to community violence: Are neighborhood youth organizations protective? Journal of community psychology, 37, 4, 505-525.
Gee, G. C., Walsemann, K. M., & Brondolo, E. (2012). A life course perspective on how racism may be related to health inequities. American journal of public health, 102, 5, 967-974.
Gouskova, E., Chiteji, N., & Stafford, F. (2010). Estimating the intergenerational persistence of lifetime earnings with life course matching: Evidence from the PSID. Labour Economics, 17, 3, 592-597.
Gross, D., Garvey, C., Julion, W., Fogg, L., Tucker, S., & Mokros, H. (2009). Efficacy of the Chicago Parent Program with low-income African American and Latino parents of young children. Prevention Science, 101, 54-65.
Gutterman, N. B., Hahm, H. C., & Cameron, M. (2002). Adolescent victimization and subsequent use of mental health counseling services. Journal of Adolescent Health, 30, 5, 336–345.
Haas, S. A., Glymour, M. M., & Berkman, L. F. (2011). Childhood health and labor market inequality over the life course. Journal of health and social behavior, 52(3), 298-313.
Hanlon, T. E., Simon, B. D., O'Grady, K. E., Carswell, S. B., & Callaman, J. M. (2009). The effectiveness of an after-school program targeting urban African American youth. Education and urban society, 42(1), 96-118.
Harding, D. J. (2009). Collateral consequences of violence in disadvantaged neighborhoods. Social Forces, 88(2), 757-784.
Harris, L. (2006). Marking the Juvenile Justice--Workforce System Connection for Re-Entering Young Offenders. A Guide for Local Practice. Center for Law and Social Policy, Inc. (CLASP). Retrieved from: http://files.eric.ed.gov/fulltext/ED494129.pdf.
Harris, L., & Duke-Benfield, A. E. (2010). Building pathways to postsecondary success for low- income young men of color. In Changing places: How communities will improve the health of boys of color . Berkeley and Los Angeles: University of California Press.
Hastings, S., Tsoi-A-Fatt, R. & Harris, L. (2010). Building a comprehensive youth employment delivery system: Examples of effective practice. Washington, DC: Center for Law and Social Policy. Retrieved from: http://www.clasp.org/resources-and- publications/publication-1/Youth-Employment-Systems.pdf.
III -20 Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the high scope perry preschool program. Journal of Public Economics, 94(1), 114-128.
Heppen, J. B., & Therriault, S. B. (2008). Developing early warning systems to identify Potential high school dropouts National High School Center. Retrieved from: http://files.eric.ed.gov/fulltext/ED521558.pdf
Herrera, C., Grossman, J.B., Kauh, T.J., Feldman, A.F., McMaken, J., and Jucovy, L.Z. (2007). Making a difference in schools: The Big Brothers Big Sisters school-based mentoring impact study. Philadelphia, PA: Public/Private Ventures. Retrieved from: https://www.bigsister.org/bigsister/file/Making%20a%20Difference%20in%20Schools.p df.
Herzog, L., Davis, M., & Legters, N. (2012). Learning what it takes: An initial look at how schools are using early warning indicator data and collaborative response teams to keep all students on track to success. Baltimore, MD: Johns Hopkins University. Retrieved from: http://new.every1graduates.org/wp- content/uploads/2012/04/Learning_what_it_Takes.pdf.
Holzer, H., Raphael, S., & Stoll, M. (2007). The effect of an applicant’s criminal history on employer hiring decisions and screening practices: Evidence from Los Angeles.” In S. Bushway, M. Stoll, and D. Weiman, Barriers to reentry? The labor market for released prisoners in post-industrialized America (pp. 117-150). New York, NY: Russell Sage Foundation.
Holzer, H. J. (2011). Creating effective education and workforce policies for metropolitan labor markets in the United States (Discussion Paper no. 1394-11). Institute for Research on Poverty. Retrieved from: http://www.irp.wisc.edu/publications/dps/pdfs/dp139411.pdf.
Howard, K. S., Lefever, J. E. B., Borkowski, J. G., & Whitman, T. L. (2006). Fathers' influence in the lives of children with adolescent mothers. Journal of Family Psychology, 20(3), 468.
Hutchison, E.D. (2008). A life course perspective. In E.D. Hutchison (Ed.), Dimensions of human behavior: The changing life course (3rd ed., pp. 138). Thousand Oaks, CA: Sage
Jaycox, L.H., Stein, B.D., Kataoka, S., Wong, M., Fink, A., Escudero, P., Tu, W., & Zaragoza, C. (2002). Violence exposure, posttraumatic stress disorder, and depressive symptoms among recent immigrant schoolchildren. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 9, 1104–1110.
Jaycox, L.H., Langley, A.K., & Dean, K.L. (2009). Support for students exposed to trauma: The SSET program: Group leader training manual, lesson plans, and lesson materials and worksheets. Santa Monica, CA: Rand Corporation.
III-21
Johnson, S.L., Jones, V., Finigan, N., & Checng, T.L. (2012). “Healthy future”: A randomized trial of motivational interviewing intervention to promote future orientation and improve health outcomes. Pediatric Academic Societies Abstracts. #3455.8. Retrieved from: http://www.abstracts2view.com/pas/.
Jones, D.J., Crump, A.D., & Lloyd, J.J. (2012). Health disparities in boys and men of color. American Journal of Public Health, 102(2): S170-S172.
Kannel-Ray, V., Lacefield, W. E., & Zeller, P. J. (2008). Academic Case Managers: Evaluating a Middle School Intervention for Children At-Risk. Journal of Multidisciplinary Evaluation, 5,10, 21-29.
Karcher, M. J., Kuperminc, G., Portwood, S., Sipe, C., & Taylor, A. (2006). Journal of Community Psychology, 34, 709-725.
Kemple, J., Herlihy, C., & Smith, T. (2005). Making progress toward graduation: Evidence from the Talent Development High School model. New York, NY: MDRC. Retrieved from: http://files.eric.ed.gov/fulltext/ED485348.pdf.
Kemple, J. & Willner, C. (2008). Career academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood. New York, NY: MDRC. Retrieved from: http://www.mdrc.org/sites/default/files/full_50.pdf
Kennelly, L. & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington, DC: National High School Center, American Institute for Research. Retrieved from: http://files.eric.ed.gov/fulltext/ED499009.pdf
King, V., Harris, K. M., & Holly, E. (2004). Racial and ethnic differences among non- resident father involvement. Journal of Marriage and the Family , 66, 1-21.
Kubrin, C. E. and Stewart, E. A. (2006). Predicting who reoffends: The neglected role of neighborhood context in recidivism studies. Criminology, 44, 1, 165-197.
Kurlaender, M., Reardon, S., & Jackson, J. (2008). Middle school predictors of high school achievement in three California school districts. Santa Barbara, CA: California Dropout Research Project, University of California, Santa Barbara. Retrieved from: http://www.hewlett.org/uploads/files/MiddleSchoolPredictors.pdf
Lawner, E., Beltz, M., & Moore, K.A. (2013). What works for mentoring programs: Lessons from experimental evaluations of programs (Publication #2013-14). Bethesda, MD: Child Trends. Retrieved from: http://www.childtrends.org/wp- content/uploads/2013/03/Child_Trends-2013_03_28_RB_WWMentor.pdf.
III -22
Lee, V. and Burkham, D. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
Legters, N., Balfanz, R. Jordon, W., & McPartland, J. (2002). Not just a select few. New York: Teacher’s College Press.
LoSciuto, L., Rajala, A.K., Townsend, T.N., & Taylor, A.S. (1996). An outcome evaluation of across ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research,11, 1, 116-129.
Mac Iver, M. A., & Mac Iver, D. J. (2009). Beyond the indicators: An integrated school-level approach to dropout prevention. George Washington University Center for Equity and Excellence in Education. Retrieved from: http://files.eric.ed.gov/fulltext/ED539776.pdf.
Marsiglio, W., Amato, P., Day, R. D., & Lamb, M. E. (2000). Scholarship on fatherhood in the 1990’s and beyond. Journal of Marriage and the Family, 62, 1173 – 1191.
Maryland Administrative Office of the Courts, Management Analysis and Research, & United States of America. (2011). Assessing school attendance problems and truancy intervention in Maryland: A synthesis of evidence from Baltimore City and the Lower Eastern Shore. Retrieved from: http://ncsc.contentdm.oclc.org/cdm/ref/collection/famct/id/780
McGonagle, K. A., Schoeni, R. F., Sastry, N., & Freedman, V. A. (2012). The panel study of income dynamics: Overview, recent innovations, and potential for life course research. Longitudinal and Life Course Studies, 3(2).
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford Press.
Musen, L. (2010). Early reading proficiency. Providence, RI: Annenberg Institute for School Reform, Brown University. Retrieved from: http://www. annenberginstitute. org/pdf/LeadingIndicator_Reading.pdf.
Ngo, V., Langley, A.K., Kataoka, S., Nadeem, E., Escudero, P., & Stein, B.D. (2008). Providing evidence-based practice to ethnically diverse youths: Examples from the cognitive behavioral intervention for trauma in schools (CBITS) program. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 8, 858–862.
Osgood, D. W. (Ed.). (2005). On your own without a net: The transition to adulthood for vulnerable populations. University of Chicago Press.
III-23 Ou, S. R., & Reynolds, A. J. (2010). Mechanisms of effects of an early intervention program on educational attainment: A gender subgroup analysis. Children and Youth Services review, 32(8), 1064-1076.
Pate, A., Lerner, J. B., & Browning, A. (2012). Beyond the numbers: Data use for continuous improvement of programs serving disconnected youth. American Youth Policy Forum. Retrieved from: http://www.aypf.org/wp-content/uploads/2012/12/Beyond-the- Numbers_FINAL.pdf.
Pager, D. (2007). Two strikes and you’re out: The intensification of racial and criminal stigma. In S. Bushway, M. Stoll, and D. Weiman, Barriers to reentry? The labor market for released prisoners in post-industrialized America. New York, NY: Russell Sage.
Peske, H. G. & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust. Retrieved from: http://files.eric.ed.gov/fulltext/ED494820.pdf.
Pettit, B., & Western, B. (2004). Mass imprisonment and the life course: Race and class inequality in US incarceration. American Sociological Review, 69, 151–169.
Piquero, A. R., Farrington, D. P., Welsh, B. C., Tremblay, R., & Jennings, W. G. (2009). Effects of early family/parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 5, 2, 83-120.
Pullman, M. D., Kerbs, J., Korloff, N., Veach-White, E., Gaylor, R., and Sieler, D. (2006). Juvenile offenders with mental health needs: Reducing recidivism using wraparound. Crime and Delinquency, 52, 375-397.
RAND Corporation (2011). Helping children cope with violence and trauma: A school-based program that works. Santa Monica, CA: Rand Corporation. Retrieved from: https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=262807.
Redcross, C., Millenky, M., Rudd, T., & Levshin, V. (2011). More than a job: Final results from the evaluation of the Center for Employment Opportunities (CEO) transitional jobs program (Report 18). Office of Planning, Research and Evaluation. Retrieved from: http://www.acf.hhs.gov/sites/default/files/opre/more_than_job.pdf.
Reyes, B. & Nakagwa, M. (2010). Young Latino and African American males. In Changing places: How communities will improve the health of boys of color (pp. 36-63). Berkeley and Los Angeles: University of California Press.
Rhodes, J.E., Grossman, J.B., & Resch, N.L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development 71, 6, 1662–71.
III -24
Riccio, J. A. (2010). Sustained earnings gains for residents in a public housing jobs program: Seven-year findings from the jobs-plus demonstration. Policy Brief. MDRC. Retrieved from: http://files.eric.ed.gov/fulltext/ED514703.pdf.
Roberts, A. L., Gilman, S. E., Breslau, J., Breslau, N., & Koenen, K. C. (2011). Race/ethnic differences in exposure to traumatic events, development of post-traumatic stress disorder, and treatment-seeking for post-traumatic stress disorder in the United States. Psychological Medicine, 41, 01, 71-83.
Roder, A. & Elliot, M. (2011). A promising start: Year up’s initial impacts on low-income young adults’ careers: New York, NY: Economic Mobility Corporation. Retrieved from: http://www.yearup.org/wp-content/uploads/2014/03/emc_study.pdf.
Rohan, A. M., Onheiber, P. M., Hale, L. J., Kruse, T. L., Jones, M. J., Gillespie, K. H., ... & Katcher, M. L. (2014). Turning the ship: Making the shift to a life-course framework. Maternal and Child Health Journal, 18, 2, 423-430.
Rogers, A.M. & Taylor, A.S. (2008). Intergenerational mentoring. Journal of Erotological Social Work, 28, 1-2, 125-140. Ruetschlin, C. & Draut, T. (2013). Stuck: Young America’s persistent job crisis. New York, NY: Demos. Retrieved from: http://www.demos.org/publication/stuck-young-americas- persistent-jobs-crisis.
Ruggles Steven, J. Trent Alexander, Katie Genadek, Ronald Goeken, Matthew B. Schroeder, and Matthew Sobek. (2010). Integrated public use microdata Series: Version 5.0 [Machine- readable database]. Minneapolis, MN: University of Minnesota. Retrieved from: https://usa.ipums.org/usa/cite.shtml.
Rumberger, R. W., & Arellano, B. (2007). Student and school predictors of high school graduation in California (Report #5). California Dropout Research Project. Retrieved from: file:///Users/charleslea/Desktop/researchreport5.pdf
Rumberger, R. W. (2008). Solving California’s dropout crisis. Report of the California dropout research project policy committee. Santa Barbara California Dropout Research Project, University of California, Santa Barbara. Retrieved from: http://edpolicyinca.org/sites/default/files/Rumberger-- PACE%20dropout%20seminar%20December%2014%202012.pdf
Sampson, R. J., & Laub, J. H. (1997). A life-course theory of cumulative disadvantage and the stability of delinquency. Developmental theories of crime and delinquency, 7, 133-161.
Sampson, R. J., Morenoff, J. D., & Raudenbush, S. (2005). Social anatomy of racial and ethnic disparities in violence. Journal Information, 95, 224-232.
III-25
Sandoval, D. A., Rank, M. R., & Hirschl, T. A. (2009). The increasing risk of poverty across the American life course. Demography, 46, 4, 717-737.
Schley, C., Radovini, A., Halperin, S. & Fletcher, K. (2011). Intensive outreach in youth mental health: Description of a service model for young people who are difficult-to-engage and ‘high-risk.’ Children and Youth Services Review, 33, 9, 1506-1514.
Scott, D.G. (1998). Rites of Passage in adolescent development: A reappreciation. Child & Youth Care Forum, 27,5, 317-335.
Seabrook, J. A., & Avison, W. R. (2012). Socioeconomic status and cumulative disadvantage processes across the life course: Implications for health outcomes. Canadian Review of Sociology/Revue canadienne de sociologie, 49, 1, 50-68.
Shah, S. & Sato, G. (2012). Where do we go from here? Philanthropic support for black men and boys. New York, NY: Foundation Center. Retrieved from: http://foundationcenter.org/gainknowledge/ research/pdf/osf_bmb.pdf or http://www. soros.org/reports/philanthropic-support- black-men-and-boys.
Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., & Marvin, C. A. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention. Journal of school psychology, 49(3), 361-383.
Slopen, N., & Williams, D. R. (2010). Improving the health of young men and boys of color. In Changing places: How communities will improve the health of boys of color (p. 311-357). Berkeley and Los Angeles: University of California Press.
Snyder, H. N. (2004). An empirical portrait of the youth reentry population. Youth Violence and Juvenile Justice, 2, 39-55.
Snyder, A., McLaughlin, D. (2008). Rural youth more likely to be idle. New Carsey Institute Fact Sheet (No. 11). Durham, NH: New Carsey Institute. Retrieved from: http://www.carseyinstitute.unh.edu/publications/FS_RuralYouth_08.pdf on February 17, 2012.
Socias, M., Dunn, L., Parrish, T., Muraki, M., & Woods, L. (2007). California high schools that beat the odds in high school graduation. Retrieved from: http://www. hewlett. org/uploads/files/California_High_Schools_That_Beat_the_Odds_in_High_School_Grad uation. pdf, zuletzt aktualisiert am, 12, 2008.
Spence, C. & Vandal, B. (2007). The progress of education reform. Denver, CO: Education Commission of the States. Retrieved from:
III -26 http://www.workforcestrategy.org/images/pdfs/publications/ECS_CP_Paper_2007- 08.pdf.
Standing, K., Judkins, D., Keller, B., & Shimshak, A. (2008). Early Outcomes of the GEAR UP Program. Final Report. US Department of Education.
Stern, D., Dayton, C. & Raby, M. (2010). Career academies: A proven strategy to prepare high school students for college and careers. Berkeley, CA: Career Academy Support Network Retrieved from: http://files.eric.ed.gov/fulltext/ED524061.pdf.
Stoddard, S. A., Henly, S. J., Sieving, R. E., & Bolland, J. (2011). Social connections, trajectories of hopelessness, and serious violence in impoverished urban youth. Journal of youth and adolescence, 40(3), 278-295.
Stormshak, E. A., Connell, A., & Dishion, T. J. (2009). An adaptive approach to family-centered intervention in schools: Linking intervention engagement to academic outcomes in middle and high school. Prevention Science,10(3), 221-235.
Supovitz, J. (2008). Building system capacity for improving high school graduation rates in California. California Dropout Research Project. Retrieved from: http://www.hewlett.org/uploads/files/Building_System_Capacity_for_Improving_High_ School_Graduation_Rates_in_California.pdf
Taylor, A.S., Losciuto, L., Fox, M., Hilbert, S.M., & Sonkowsky, M. (2008). The mentoring factor: Evaluation of the across ages’ intergenerational approach to drug abuse prevention. Child & Youth Services, 20, 1-2, 77-99.
Tsoi-A-Fatt, R. (2008). A collective responsibility, a collective work: Supporting the path to positive life outcomes for youth in economically distressed communities. Washington, DC: Center for Law and Social Policy. Retrieved from http://www.clasp.org/admin/site/publications/files/0412.pdf.
Tyler, J. H., & Lofstrom, M. (2009). Finishing high school: Alternative pathways and dropout recovery. The Future of Children, 19(1), 77-103.
University of Chicago Crime Lab. (2012). Becoming a man – sports edition. Chicago, IL: Retrieved from https://crimelab.uchicago.edu/sites/crimelab.uchicago.edu/files/uploads/BAM_FINAL% 20Research%20and%20Policy%20Brief_20120711.pdf.
U.S. Attorney General's National Task Force on Children Exposed to Violence. (2012). Report of the Attorney General's National Task Force on Children Exposed to Violence. USA. Retrieved from: https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=263653.
III-27 U.S Census Bureau, 2. (2011). Living arrangements of children under 18 years and marital status of parents, by age, sex, race, and Hispanic origin, and selected characteristics of the child for all children. Retrieved from Table C3 in America's Families and Living Arrangments: 2009: Retrieved from http://www.census.gov/population/www/socdemo/hh-fam/cps2009.html.
U.S. Department of Education, National Center for Education Statistics (NCES). (2007). The condition of education 2007. Washington, D.C. Retrieved from: http://nces.ed.gov/programs/digest/d07/.
U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2013). Fourth graders who scored below proficient reading level by race. Retrieved from: http://nces.ed.gov/nationsreportcard/.
U.S. Government Accountability Office. (2008). Disconnected youth: Federal action could address some of the challenges faced by local programs that reconnect youth to education and employment. Washington, DC: Committee on Education and Labor, House of Representatives. Retrieved from: http://www.gao.gov/assets/280/272790.pdf.
Violence Policy Center. (2010). Lost youth: A county-by-county analysis of 2010 California homicide victims ages 10 to 24. Washington, DC: Violence Policy Center. Retrieved from http://www.vpc.org/studies/cayouth2012.pdf.
Van Gennep, A. (2004). The rites of passage. London: Routledge, Taylor & Francis Group.
Warfield-Coppock, N. (1992). The rites of passage movement: A resurgence of African-centered practices for socializing African American youth. Journal of Negro Education, 61,4, 471- 82.
Warland, C., Young, M., & Lower-Basch, E. (2013). Innovative and state funding approaches supporting subsidized employment and transitional jobs. Transitional Jobs Network. Retrieved from: http://www.clasp.org/resources-and-publications/publication- 1/Transitional-Jobs-Report_Warland-Young-Lower-Basch.pdf.
White House Council for Community Solutions. (2012). Final report: Community solutions for opportunity youth. Washington, DC. Retrieved from: http://www.serve.gov/sites/default/files/ctools/12_0604whccs_finalreport.pdf.
Wilson, N.J., Cordier, R., & Wilson-Whatley, L. (2013). Older male mentors’ perceptions of a men’s shed intergenerational mentoring program. Australian Occupational Therapy Journal, 60, 6, 416-426.
III -28 Wohl, A.R., Garland, W.H., Au, C., Boger,, A., & Dierst-Davies, R. et al. (2011). A youth-focused case management intervention to engage and retain young gay men of color in HIV care. AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV, 23, 8, 98-997.
Young, T.L. & Janke, M.C. (2013). Perceived benefits and concerns of older adults in a community intergenerational program: Does race matter? Activities, Adaption, & Aging, 37 2, 121-140.
Zucchero, R.A. (2011). A co-mentoring project: An intergenerational service-learning experience. Educational Gerontology, 37, 8, 687-702.
III-29 Culturally-Focused Manhood Development TaxonomY CHALLENGES
Father Involvement Adult Supports School Dropout Physical Health
In a study examining father involvement In order to eliminate health disparities in with 134 children of adolescent mothers boys and men of color, it is important to over the first 10 years of life, researchers By the time they hit fourth grade, 86 understand and address the root causes. found that father-child contact was Many young men and boys lack the percent of African American boys and 82 The existing and growing body of research associated with better socio-emotional and presence of a caring and positive adult in percent of Hispanic and Native American suggests that disparities result from a academic functioning. The results indicated their lives and often turn to peers for boys are reading below proficiency levels — complex interplay of factors at the that children with more involved fathers advice. Peers often do not have the lived compared to 58 percent of white fourth individual, interpersonal, community, and experienced fewer behavioral problems and experience, education to provide support graders reading below proficiency levels. macro levels. Disparities among boys and scored higher on reading achievement. This and potentially may offer bad advice Source: U.S. Department of Education, men of color are largely the result of a study showed the significance of the role of because they're dealing with their own Institute of Education Sciences, National cumulative set of factors, which include fathers in the lives of at-risk children, even developmental or environmental Center for Education Statistics, National adverse socioeconomic conditions, lack of in case of nonresident fathers. [(2006). challenges. Assessment of Educational Progress health insurance, and unequal access to Fathers’ influence in the lives of children (NAEP), 2013 Reading Assessments health care, as well as lack of quality with adolescent mothers. Journal of Family education, adequate housing, and Psychology] employment.
Programs that can encourage teen fathers Intergenerational mentoring involves Programs may work to help young men and Programs can work in partnership with to be involved in the lives process whereby youth are mentored by boys understand the value of education to health care and health services providers of their children, as well as teach them adults 55 years of age or older. The value, their future aspirations, helping to connect to ensure that they are accessible to BMOC strategies to more effectively parent, can older people have time to contribute to the dots between education and economic and that staff and services are culturally positively impact their children’s family and community; they have more goals long-term. Academic , educational appropriate. It is important that programs development and overall well-being. Many lived time, which has given them both and training support can include but not be think about health broadly, not just teen fatherhood programs include practical experience and wisdom to pass limited to support services around tutoring, physical health, but mental health. components designed to reduce on to a future generation. connecting youth to training and risky behaviors like substance abuse, certification programs, assisting in prep for unsafe sex, illegal activities, violent Academic , educational and training GED test taking, connecting youth to behaviors. Programs may also attempt to support can include but not be limited to college pathway programs, college promote and strengthen co-parenting support services around tutoring, counseling, support with navigating relationships, which in turn have the connecting youth to training and financial aid to go to college or access potential to positively impact the lives of certification programs, assisting in prep for secondary education, academic their children and partners. GED test taking, connecting youth to counseling, academic advocacy. college pathway programs, college counseling, support with navigating financial aid to go to college or access secondary education, academic counseling, academic advocacy.
PROGRAM INTERVENTIONS IV-1 CHALLENGES
Post Traumatic Stress Opportunity Youth Unemployment Criminal Justice System Violence Disorder Post-traumatic stress disorder (PTSD) One in four African Americans between develops in response to exposure to a Disparities start at the beginning, when African American and Hispanic young ages 18 and 24 is looking for a job but traumatic event during which an a decision is made to arrest a child or men are more than six times as likely cannot find one, as are more than one individual feels extremely fearful, let him or her go with a warning: to be victims of murder than their in seven Hispanic young adults. In the horrified or helpless. The diagnosis is African-American youth make up 30% white peers — and account for almost Out-of-school, or disconnected, youth 18 to 24-year-old age group, 19.7 characterized by persistent re- of those arrested while they only half of the country's murder victims are generally defined as young people percent of high school graduates with experiencing of the event, persistent represent 17% of the overall youth each year. An analysis of California between the ages of 16 – 24 that lack no college experience were avoidance of stimuli associated with population.3 At the other extreme end Healthy Kids survey for Oakland a high school diploma and are not unemployed and 1 in 3 was the event, emotional numbing and of the system, African-American youth Schools shows that between 1999- to enrolled in school and are detached underemployed. Among 25 to 34-year- hyper-arousal (APA, 1994). disparities are 62% of the youth prosecuted in the 2007, 25% of Asian and 27% of Pacific from work. olds 11.2 percent of those with only a in access to and intensity of quality adult criminal system, and are nine Islander youth reported that they have high school degree were unemployed mental health services appear to times more likely than white youth to been harassed or bullied because of and 1 in 5 were underemployed. persist for racial/ethnic minority receive an adult prison sentence. [And race, ethnicity, or nationality. (NCCD, [Stuck, Young America's Persistent Job children, who are more likely to receive Justice for Some, 2007] 2007) Crisis, Demos, 2013] less and inferior health services as compared to non-Latino white peers
Life course perspective directs Trauma-based healing activities that Job preparation and placement Many programs provide programming to help young people understand the attention to the powerful connection help youth create narratives through support gives young men hope and a root causes of systemic issues that contribute to violence and involvement between individual lives and the intellectual and emotional processes, vision for their future which with the criminal system. In addition to educating youth about disparities and historical and socioeconomic context through dramas, photographs or motivates them to overcome internal oppression caused by class, race and environment, programs also help young in which these lives unfold. Programs videos, can provide a therapeutic and external barriers to getting a job - people have greater ownership of their own community, by showing them how that adopt this intervention are using experience for the participants as - particularly a job that leads to a the can serve their communities as advocates, leaders and change makers. approaches to help young men and well as educate those who are the career. Programs can work with This leadership role can help shift their perspective on what’s possible and boys make meaning of some of the audience, to bear both intervention employers to become a broker for instill a higher degree of confidence and hope that they can make different and things that happen in their lives and and prevention with issues of youth placement in jobs. Once positive choices. their environment as context for employed, programs can offer violence. (Fong, 2007) A program making positive choices for future. continued support to youth to providing peer support and open navigate the work culture, policies communication has been found to Conflict management skills help young people find alternative ways to deal Programs offer some form of case and practices of employment. provide a protective and stabilizing with interpersonal conflict and manage stress. Many programs utilized some management support. This support effect to help manage psychological combination of healthy physical activities, arts programming and counseling to can be provided by formally trained Academic , educational and training distress and maintain functioning, teach youth alternative ways to manage their mental health . case managers or informal coaches, support can include but not be such as completing high school counselors and mentors. Case limited to support services around (Colley-Quille, Boyd, Frantz & Walsh managers can provide support in a tutoring, connecting youth to training (2001), Howard, Budget & McKay number of ways from helping to and certification programs, assisting (2010) connect young people to services in prep for GED test taking, and programs, access support connecting youth to college pathway services, navigate court systems or programs, college counseling, criminal charges including getting support with navigating financial aid records expunged, serving as to go to college or access secondary advocates to help young people education, academic counseling, navigate systems. academic advocacy.
PROGRAM INTERVENTIONS IV-2 Culturally-focused Manhood Development Programs in Oakland, CA Core Practices Specialized Practices
Oakland Unified Asian Pacific Islander Communities United School District: Office Unity Academic/Educational Youth Promoting for Restorative of African American Advocacy (AYPAL) Support Youth Justice (CURYJ) Male Achievement Council •‘5 Cs’ Framework: •Holistic approach •Highlights the positive •Family support training in Confidence, Connection, culturally rooted in accomplishments of conflict resolution and Character, Compassion, indigenous heritage and African American men effective communication Employment Support traditions Competence •Engage, Encourage, & •Peer-to-peer mentoring Empower student & family •Self-care strategies •Fatherhood development •Reframing and •Focus on self-awareness Trauma-informed •Building marketable redefining discipline with and personal responsibility Healing skill sets •24/7 support system an equity lens
INTERTRIBAL Village- The MENTORING Youth Intergenerational FRIENDSHIP Mentoring HOUSE CONNECT, INC. CENTER Alive!*
•Intertribal ceremonies •Utilizes a strengths- •National leader in •Specialized violence foster a deeper sense of based life intervention providing training and prevention to deter understanding across coaching model technical assistance for retaliation Social-emotional participants mentoring programs •Restorative justice as a Support •Long-term case •Leadership training to means to transform •Pre-release mentoring management encourage youth to relationships between within detention become leaders within communities and social facilities the organization services •Crisis response Violence Prevention
Programs utilize a gender lens in their Innovative Practices curriculum to instill in young men Sponsored Community Digital Storytelling positive, strength-based principles of Professional Organizing and as a Medium for masculinity and what this means for Development for managing respectful, caring and Policy Advocacy Therapy Program Staff supportive relationships with peers and women and girls. *YouthAlive! provides technical assistance and training on trauma-informed healing to organizations serving boys and men of color in Oakland and Alameda County.
V-1 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. Culturally-focused Manhood Development Programs in Oakland, CA Overview Service Area of This infographic displays the core practices (evidence-based Manhood Development Programs practices featured in all programs), specialized practices (evidence-based practices Legend implemented by a subset of Highest Presence programs), and innovative Higher Presence practices (strategies developed Lower Presence to respond to community Lowest Presence needs/contexts) of eight No Presence Culturally-Focused Manhood Development Programs in the Freeway Oakland-Alameda County Major Street Alliance for Boys and Men of Color (BMOC) in Oakland, California:
• Asian Pacific Islander Youth Promoting Advocacy (AYPAL) • Communities United for Youth Restorative Justice (CURYJ) • Intertribal Friendship House • The Mentoring Center • Oakland Unified School District Office of African American Male Achievement • Unity Council • Village-Connect, Inc. • Youth Alive!
V-2 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. Asian Pacific Islander Youth Promoting Advocacy (AYPAL)
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and what this means for managing respectful, Personal caring and supportive relationships with peers Development and women and girls.
Violence Trauma-informed Prevention Healing
Life Course Building Marketable Perspective Skills Program Fast Facts Program Founded: 1994 Target Population: The program targets Southeast Asians, low-income, immigrants, children of immigrants, and high-risk young men of color ages 14-21
Service Area: Participants live and attend schools in Oakland. Schools included, Westlake Middle, Oakland High, Oakland Technical High School, Skyline High School, Fremont High School, and Laney and Merritt Colleges
VI-1 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. Communities United For Restorative Youth Justice (CURYJ)
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and Fatherhood what this means for managing respectful, Development caring and supportive relationships with peers and women and girls.
Violence Trauma-informed Prevention Healing
Intergenerational Academic/Educational Mentoring Support
Community Organizing and Employment Policy Advocacy Support Program Fast Facts Program Founded: 2010 Target Population: The program does not have formal age boundaries, as the staff works with young men from 12 to 40. However, the majority of participants fall between 15 and 25 years of age
Service Area: San Antonio/Fruitvale neighborhood, as well as Deep East Oakland; students at Dewey Academy and Street Academy
VI-2 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. OUSD: Office of African American Male Achievement (AAMA)
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and Personal what this means for managing respectful, Development caring and supportive relationships with peers and women and girls.
Violence Trauma-informed Prevention Healing
Intergenerational Academic/Educational Mentoring Support
Life Course School Dropout Perspective Prevention Program Fast Facts Program Founded: 2010 Target Population: The program uses school indicator data to identify at-risk boys and men of color, grades 3- 12, attending one of its 16 school sites to enroll in the school-day Manhood Development class
Service Area: The OUSD AAMA MDP provides services for students enrolled in 16 elementary, middle, and high schools located in OUSD
VI-3 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. THE UNITY COUNCIL
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and Personal what this means for managing respectful, Development caring and supportive relationships with peers and women and girls.
Violence Trauma-informed Prevention Healing
Intergenerational Academic/Educational Mentoring Support
Life Course Employment Perspective Support
Program Fast Facts
Program Founded: 1964 Target Population: Latino youth, ages 6-25
Service Area: Participants live in and/or attend Oakland Unified School District middle and high schools including Bret Harte Middle School, United for Success Academy, Fremont, Skyline and Castlemont High Schools
VI-4 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. Youth ALIVE!
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and Personal what this means for managing respectful, Development caring and supportive relationships with peers and women and girls.
Violence Trauma-informed Prevention Healing
Intergenerational Academic/Educational Mentoring Support
Life Course Employment Perspective Support Program Fast Facts Program Founded: 1994 Target Population: The program works with violently injured youth between the ages of 12-24. In 2013, 70% of clients were African-American and 26% were Latino Service Area: Referrals are received from three hospitals: Highland Hospital, Children’s Hospital of Oakland, and most recently Eden Medical Center. In 2013, Highland Hospital made 85% of the referrals and although these three hospitals serve patients throughout Alameda County, The majority of clients are from Oakland
VI-5 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. INTERTRIBAL FRIENDSHIP HOUSE
Key Practices This program utilizes a gender lens in Service Area the curriculum to instill in young men positive, strength-based principles of Personal masculinity and what this means for Development managing respectful, caring and supportive relationships with peers and women and girls.
24 Violence Trauma-informed Prevention Healing
13
Life Course Holistic Skill Building Perspective
Program Fast Facts Program Founded: 1955 Target Population: Young Native men, ages 16-24
Service Area: While the organization serves Native Americans from several tribes and seven counties throughout the Bay Area, Intertribal Friendship House’s intensive manhood development activities support its Oakland members exclusively
VI-6 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. The MENTORING CENTER
This program utilizes a gender lens in the Key Practices curriculum to instill in young men positive, Service Area strength-based principles of masculinity and what this means for managing respectful, Personal caring and supportive relationships with peers Development and women and girls.
School Dropout Intergenerational Prevention Mentoring
Life Course Trauma-informed Perspective Healing
Program Fast Facts Program Founded: 1991 Target Population: This program serves highly at-risk youth and young adults ages 13-25 who are incarcerated, on probation, parole, in the adjudication process, or at risk of school expulsion. Three-quarters of participants are African American, 20% are Latino, and 3% are Asian American.
Service Area: Participants live throughout Alameda County, although a majority live in Oakland, primary West and East Oakland.
VI-7 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. Village-Connect, INC Key Practices Service Area
Violence This program utilizes a Prevention gender lens in the curriculum to instill in young men positive, strength-based principles of masculinity and what Intergenerational this means for managing respectful, Mentoring caring and supportive relationships with peers and women and girls.
Life Course Personal Perspective Development
Trauma-informed School Dropout Healing Prevention Program Fast Facts Program Founded: 2008 Target Population: Village Connect serves a broad range of youth and young adults in Alameda County. Specific populations include young men of color ages 18-30 who were previously incarcerated and/or on parole.
Service Area: Alameda and San Francisco Counties, primarily Oakland
VI-8 Created by SOCIAL POLICY RESEARCH ASSOCIATES, 2014. OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMOC) Culturally-Focused Manhood Development Programs AYPAL – The Spot
Organization: AYPAL – The Spot
Organization Contact(s): Jay Conui, Organizational Director
Target Population(s): The program targeted Southeast Asians, low-income, immigrants, children of immigrants and high-risk young men of color ages 14-21.
Primary Service Area(s): Participants live and attend schools in Oakland. Schools included, Westlake Middle, Oakland High, Oakland Technical High School, Skyline High School, Fremont High School, and Laney and Merritt Colleges.
Key Partners: The Spot, EBAYC (East Bay Asian Youth Center)
Program Overview: Warriors for Peace Digital Storytelling is a program that works with young men of color to utilize the artistic medium of digital storytelling as a means of therapy and healing from the traumas and effects of community violence. During the 32-week program, the young men participate in a series of sessions to creatively cultivate their ability to process what they have gone through in their past, such as through journal writing, community mapping, and regular sharing circles. Local filmmakers provide the young men with training on how to convey and develop clear story lines to carry out their messages, how to record footage that captures their stories and how to edit the final product.
At the end of the program, the young men develop mini-documentaries that premier at a local theater in the community. Families, friends, and other community allies come to the premier to watch and support the young men’s work. The premiere includes a Q&A session with the young filmmakers and program participants also serve as emcees for the program.
As a result of participating in the program youth:
Are more aware of root causes to social inequities
Do not engage in any form of violent behavior
Develop alternative ways to deal with stress and personal conflicts including meditation, yoga, conflict resolution techniques.
Develop new skills in digital storytelling, filmmaking, interviewing etc.
Gain a greater understanding of societal portrayals of manhood and masculinity and how those cultural paradigms impact them as young men and young men of color.
AYPAL - The Spot VII-1
Basic Structure: The program operates under a 12-lesson curriculum. Each session is designed to help youth participants explore a variety of topics that impact their lives including economic disparities, conflict management, roots of violence, understanding class and culture, images of manhood, etc. Community Health for Asian Americans provides two in-house counselors on a weekly basis to screen, assess and support the young men in the program.
Key Taxonomy Practices
Program Strategy
Life course perspective The program weaves in life skills through a variety of activities including skill-building (interview skills, filmmaking) and team building activities. Personal Development Over the course of the program lessons participants, explore understanding systems of oppression, root causes of violence, self-care strategies, public speaking skills and cultural awareness. Using the ‘5cs’ framework – confidence, connection to people and institutions, character and compassion are woven into the program lessons. In addition, several sessions focus on examining definitions of “manhood” and masculinity helping the young men to understand their own self-identity and self-awareness. Trauma-based healing/Mental health support Each participant goes through a mental health screening/assessment at the beginning of the program. They are paired with a mental health counselor who can help them with personal issues and also monitors their progress through the program. The program utilizes arts programming to help youth explore their own trauma and teach youth alternative strategies to deal with stress such strategies include journaling, arts programming (poetry, storytelling, photo essay), life maps, community maps, positive coping mechanisms and exposure to healthy recreational/physical activities(hiking, biking, camping, ropes course, yoga, meditation). Staff and counselors work with participants to do personal goal setting/success plan and self-care strategies. Violence Prevention The sessions of the program work with youth to look at root causes of violence including racism and stereotypes, economic disparities, class issues, sexism, interpersonal violence, self-directed violence, violent crimes and guns. Then the program teaches young people to have ownership of their community and themselves, teaching them alternatives non-violent skills to dealing with and managing conflict. Skill Building This program specifically teaches the young male participants skills of filmmaking these skills include using video equipment, basics on creating a video, interview techniques, editing and event planning to showcase their film products. These skills are valuable and transferrable to other areas of the participants lives.
Stand-out Components
The utilization of digital storytelling to help youth both build tangible skills and also as a medium for telling their stories.
The 12-lesson curriculum, particularly components that focus on unpacking social and cultural issues to help youth gain a deeper understanding of root causes to issues they may face as young men of color
AYPAL - The Spot VII-2 OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMOC) Culturally-Relevant Manhood Development Programs Communities United for Restorative Youth Justice (CURYJ)
Organization: Communities United for Restorative Youth Justice (CURYJ)
Organization Contact(s): George Galvis, Director
Target Population(s): The program does not have formal age boundaries, as the staff works with young men from 12 to 40. However, the majority of participants fall between 15 and 25 years of age.
Primary Service Area(s): San Antonio/Fruitvale neighborhood, as well as Deep East Oakland; students at Dewey Academy
Key Partners: Black Organizing Project, Brotherhood of the Elders, Eastside Arts Alliance, and Spanish Speaking Citizens’ Foundation
Program Overview: Communities United for Restorative Youth Justice (CURYJ) offers the ROOTS (Reclaiming Our Original Traditions and Stories) program to support positive manhood development for young men seeking to move beyond trauma they have experienced within their communities. ROOTS works with Latino and Native American young men, most of whom come from the San Antonio/Fruitvale community in Oakland, which has been a primary site for the Oakland gang injunction. Centered on a culturally-based healing approach, ROOTS aims to immerse young men involved in (or at risk of involvement in) street organizations (the program’s alternative term for “gang”) in activities to bring about positive behaviors.
ROOTS program activities entail highly intensive, inter-generational support and mentoring of young men who have experienced violence within their communities (as victims, perpetrators, or both). Key program components include: inter-generational healing circles (and sweat lodges), building cultural heritage through craft projects, community organizing, individual counseling, employment placement, and participatory action research.
The young men in the ROOTS program are able to communicate more effectively and build relationships with their peers, including individuals who had been members of rival street organizations. They are also more engaged in addressing systemic inequalities and violence in their communities, including unjust law enforcement policies and resource allocations, ineffective public land use, and uneven school discipline practices. Several ROOTS participants have also been placed in unionized employment opportunities at AT&T Park, where the San Francisco Giants play.
Stand-out Components
Holistic approach to manhood development culturally rooted in Indigenous heritage and traditions
Inter-generational healing circles
Artistic projects as avenues for healing and activism
Community participatory action research toward policy and systems change
VII-3 Communities United for Restorative Youth Justice (CURYJ)
Key Taxonomy Practices
Program Strategy
Violence prevention The program seeks to address the root causes of violence by working with participants to overcome the lingering effects of their traumatic experiences. Participants then develop their communication skills and learn to build healthy connections with their peers and local communities, which helps them feel safe, and encourages them to engage in behaviors rooted in mutual respect. Fatherhood development Mentor advocates support young men within the program to make healthy decisions, and offer their groups regular advice on both practical and philosophical elements of parenting and fatherhood. Trauma-informed healing Healing is woven through all elements of ROOTS, as the staff continually reinforces a culture of love, respect, communication, and learning. The program convenes young for inter-generational healing circles and sweat lodge sessions, affording them opportunities work through the pain of prior experiences and injustices. Employment support CURYJ continues to leverage staff relationships to explore placement opportunities for participants. Most recently, the program has been working to develop partnerships with local labor unions to refer youth for employment. For example, the staff has identified opportunities to place participants in unionized vendor positions at AT&T Park. ROOTS is in the process of launching a community-driven social enterprise project, through which participants will operate a café out of the program space. Additionally, CURYJ employs two of its ROOTS alumni as part-time mentor advocates, and stipends some of its participants as community researchers. Case management and inter-generational mentoring Two ROOTS alumni work as mentor advocates on the staff with the CURYJ Executive Director to provide individual counseling and case management to participants. In addition to leading the healing circles and group sessions, staff members make themselves available for one-to-one support 24 hours a day, 7 days a week. Personal Development Centered on the refrain that "hurt people hurt people," the program employs a healing lens to teach personal development. Its format revolves around what the staff presents as the Four Laws of Change: 1) change comes from within; 2) in order for change to be lasting, young people must envision themselves as worthy and capable; 3) a great learning moment must occur; and 4) young men must create a "healing forest," or a personal ecosystem that replaces negativity in their lives with nurturing elements. Through these Four Laws of Change, the ROOTS model promotes violence prevention rooted in self-driven healing. Academic/educational support CURYJ convenes cohorts at high school campuses in Oakland. The program often receives referrals from school administrators who identify students about whom they are particularly concerned. ROOTS engages young men in educational experiences rooted in Indigenous cultural traditions and heritage, while also incorporating a social justice lens. Community organizing and policy advocacy ROOTS empowers young men to organize and take action to improve their communities and address systemic injustices. Participants complete neighborhood mural projects to illuminate various aspects of their cultural heritage and offer social commentary on pertinent issues, such as resident displacement. ROOTS convened a diverse cadre of local stakeholders to restore a city-owned vacant lot and build a community garden that local residents now maintain. Participants also engage in advocacy campaigns for restorative justice practices in their communities and against disproportionate criminalization of boys and men of color. CURYJ offers the Community Applied Research & Action (CARA) program, whereby a subset of ROOTS participants employ participatory action research to elevate community voices and stories in pursuit of policy and systems change. To this end, CARA participants recently produced a photo-novella (or research-based photo journal) to make a case for the establishment of Youth and Family Empowerment Zones as alternatives to Gang Injunction Zones.
VII-4 Communities United for Restorative Youth Justice (CURYJ) OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs Oakland Unified School District, Office of African American Male Achievement
Organization: Oakland Unified School District (OUSD) Office of African American Male Achievement (AAMA) Manhood Development Program (MDP)
Organization Contact(s): Christopher Chatmon, Executive Director of AAMA Brenden Anderson, Program Manager
Program Overview: The Manhood Development Program is a social–emotional group mentoring model, mostly built into the daily class schedule for credit, designed to develop the skills and competencies required to be positive and productive African American men within the community. The Manhood Development curriculum and instructors are Career Technical Education (CTE) certified and AAMA has submitted a B-elective curriculum, titled "Revolutionary Literature,” to satisfy the A-G curriculum requirements for admission to the University of California and California State University systems. MDP is predicated on seven learning objectives designed to enrich the students’ lives. The seven MDP learning objectives are:
1. Become a life-long learner
2. Increase awareness of blessings and challenges of being an African American male
3. Learn to Successfully navigate school
4. Improve writing skills 5. College, Career, and Community readiness
6. Increase Emotional Intelligence (EQ)
7. Increase connectedness to school
Key outcomes of the MDP include reducing discipline incidence, increasing attendance, decreasing the opportunity gap, and increasing literacy through cultural lenses to date.
Target Population(s): The MDP uses school indicator data to identify at-risk boys and men of color, grades 3-12, within its 17 participating schools to enroll in the school-day MDP class.
Exhibit 1: Exhibit 2:
Students Enrolled in MDP MDP Sites
350 325 18 16 300 16 14 250 224 12 11 200 10 8 150 112 6
6 # of Studentsof #
100 MDP of #Sites 50 4 3 50 2 0 0 2010-2011 2011-2012 2012-2013 2013-2014 2010-2011 2011-2012 2012-2013 2013-2014 Academic Year Academic Year
VII-5 Oakland Unified School District Office of African American Male Achievement: Manhood Development Program
Exhibit 3: Percentage Change in MDP Enrollment Year-over-Year
Year-over-Year Year-over-Year Overall Change in Academic Change in Student Change in Number Student Enrollment Overall Change in Year Enrollment (%) of Sites (%) (%) Number of Sites (%) 2010-2011 N/A N/A N/A N/A 2011-2012 124% 100% N/A N/A 2012-2013 100% 83% N/A N/A 2013-2014 45% 45% 550% 433%
Primary Service Area(s): The OUSD AAMA MDP provides services for students enrolled in 16 elementary, middle, and high schools located in OUSD.
Exhibit 4: List of Schools with Manhood Development Programs
Site Type of School
Lafayette Elementary School Elementary School Parker Elementary School Elementary School Alliance Middle School Middle School Claremont Middle School Middle School Edna Brewer Middle School Middle School Frick Middle School Middle School Madison Middle School Middle School Montera Middle School Middle School West Oakland Middle School Middle School Bunche Academy High School Castlemont High School High School Dewey High School High School Fremont High School High School McClymonds High School High School Oakland High School High School Oakland Technical High School High School Skyline High School High School
VII-6 Oakland Unified School District Office of African American Male Achievement: Manhood Development Program Basic Structure: Students enrolled in MDP attend their Manhood Development class as an elective 4-5 days per week (depending on site). These classes are facilitated by trained African American males who serve as mentors and positive, male role models. While the majority of the class is spent using a group mentoring model, students in MDP programs at high schools are also given access to college counselors and mentors one day per week through a partnership with UC Berkeley’s Destination College Program. Counselors serve as mentors for MDP participants, providing academic advise, transcript evaluation, campus field trips, and general college application support. Additional elements of discussion are included below in “Key Taxonomy Practices.”
Key Taxonomy Practices
Program Strategy
Lifecourse Perspective Development of a lifecourse perspective is central to the AAMA Manhood Development Program. A significant portion of the curriculum focuses on life purpose, and self-awareness. Additionally, the program reinforces the philosophy that life is continual journey full of growth, change, and transformation. Academic/Educational Support Academic and educational support is a cornerstone strategy to the Manhood Development Program. The program’s curriculum focuses on “hard” academic skills, like developing writing, reading, and language skills, as well as “soft” skills, such as learning to navigate educational systems. Additionally, using the AAMA “Engage, Encourage, and Empower” approach, the MDP recruits 1-2 parents per site to become Parent Leaders. The MDP staff work with Parent Leaders to build leadership capacity to conduct parent outreach and organize district-wide events that promote engagement in their sons’ academic lives. Furthermore, MDP helps prepare students for college by leveraging resources from university partnerships, such as UC Berkeley’s Destination College Program. Finally, the program’s curriculum includes reconciling participants’ racial and academic identities, into a seamless vision of becoming engaged participants in the classroom. Personal Development Through the MDP, students learn to set personal goals, increase organizational skills, and increase their emotional intelligence. Students study African American heritage and history, as well as the role African Americans have played in defining history; furthermore, participants review and discuss how African American men are portrayed in contemporary media. This curriculum helps participants reconcile society’s view of African Americans with their own identity, and encourage students to build their own positive cultural identity. Trauma-based Healing/Mental Health Support Each MDP participant participates in social-emotional group mentoring with peers and facilitators. This setting creates a safe and caring space to share stories of trauma and emotional pain. As part of this process, participants learn healthy strategies for dealing with trauma. Violence Prevention The violence prevention component of MDP emphasizes building conflict management skills and understanding racial and social injustices. Participants are encouraged to talk through any conflict they may have with other participants in the presence of peers and facilitators to practice the process. Inter-generational Mentoring Each site has at least one adult, black, male facilitator that serves as a mentor for the participants. These facilitators/mentors develop genuine and symbiotic relationships with participants through mutual respect, honesty, and openness. School Dropout Prevention The MDP works closely with OUSD and host schools to move away from punitive measures and toward restorative justice principles, as well as approaching school discipline with an equity lens.
VII-7 Oakland Unified School District Office of African American Male Achievement: Manhood Development Program Key Partners Lead Agencies: Partners: Oakland Unified School District FSCP (Current) 100 Black Men of the Bay Area Oakland Schools Foundation (July 2013 - Present) African American Education Task Force East Bay Community Foundation (2010-June 2013) Alameda County Health Care Services Agency Partners in School Innovation (2011 - June 2013) America's Promise Urban Strategies Council (2010 - Summer 2011) East Bay College Fund East Bay Community Foundation Funders (Current & Past): Full Services Community Partnerships (FSCP) Alameda County Health Care Services Agency Leadership, Curriculum & Instruction (LCI) Atlantic Philanthropies Oakland Community Organizations (OCO) Clorox Company Foundation Oakland Housing Authority (OHA) Kaiser Permanente Foundation OTX West Mitchell Kapor Foundation Question Bridge Stuart Foundation Story Bridges The California Endowment The Mentoring Center Waste Management UC Berkeley School University Partnership Urban Strategies Council Youth Speaks
Stand-out Components
AAMA conducts regular professional development sessions for MDP facilitators. This affords staff an opportunity to share best practices across sites through lesson plans and situational demonstrations. MDP professional development also includes development through its partnership with the Mentoring Center to cultivate facilitator’s capacity to be introspective and share their authentic selves with students.
MDP has a strong focus on parental, family, and community involvement. All sites have at least one Parent Leader who takes on a leadership role in the community by conducting parent outreach and organizing district-wide events. In addition, at the beginning of each school year, each site has a parent open house to encourage parental involvement. Throughout the year, MDP staff frequently reach out to parents via phone calls, e-mails, and visits.
AAMA has been working with outside evaluation teams at UC Davis and UC Berkeley.
Building schools’ capacity to transform school culture through MDP and AAMA events.
VII-8 Oakland Unified School District Office of African American Male Achievement: Manhood Development Program OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs The Unity Council
Program: Latino Men and Boys (LMB)
Organization Contact(s): Paul Flores, LMB Program Manager
Target Population(s): Latino youth, ages 6-25.
Primary Service Area(s): Participants live in and/or attend Oakland Unified School District middle and high schools including Bret Harte Middle School, United for Success Academy, Fremont, Skyline and Castlemont High Schools.
Program Overview: Conceived of and created in 2010 based on recommendations from the Latino Men and Boys Oakland Research Project headed by Paul Flores in conjunction with the Cesar Chavez Institute at San Francisco State University.
The Latino Men and Boys program provides a comprehensive network of services for young Latino males who live in Oakland. These include educational and academic support, mentorship, character development, health and wellness programs, career development and civic engagement activities. The programmatic goals are to increase high school graduation and matriculation rates, shrink the achievement gap, attainment of viable career options, and provide supports and positive outlets to help young Latinos thrive in Oakland. The Latino Men and Boys program utilizes male role models as mentors and culturally relevant curricula and programming to improve well-being and opportunities for success. They engage families, community, teachers, counselors, schools, mentors and peers in its holistic prevention/intervention model to support youth in their transition from boys to men while transforming their lives and opportunities.
Findings from The Community Crime Prevention Associates – Resiliency Group’s Evaluation of Latino Men and Boys Program reports on three of the Oakland middle and high schools that in the 2012-2013 school year, the LMB program demonstrated these successes and achievements: 97% School Attendance Rate 30% reduction in disciplinary actions over one year (4 suspensions out of 60 participants) 19% increase in GPA 75% of qualified youth placed in meaningful internships and 2013 Summer jobs (17 our of 26 youth) 78% of LMB youth exercised at least 20 minutes a day for four days or more of exercise each week
Strategies and Theory of Change
The following are the evidence based principles (EBP) and theories that inform the strategies utilized by the Latino Men and Boys Program.
1. Rite of Passage and Socialization Theory (Evidence Based Principles of Effective Intervention) 2. Mentoring, Resiliency and Youth Development Theory 3. Health and Wellness Theory 4. ABC’s (attendance, behavior, course performance) of School Success Early Warning System 5. Trauma Informed Care that Builds on Youths’ Resiliency Assets
VII-9 The Unity Council, Latino Boys and Men Program
Key Taxonomy Practices
Program Strategy
Life course perspective The program employs a conscious and comprehensive approach to to help youth and their families transform and reshape life outcomes, as existent structural and social inequities inform and shape outcomes for this and other demographic groups on the margins. This program aims to support young Latino men navigate a life course where achievement and success are possibilities and at the forefront of their lives. The young men receive tools, resources and an extended, engaged network of support to shrink achievement gaps. Academic/Educational support Utilizing school indicator data from the ABC’s (attendance, behavior, course performance) of School Success Early Warning System, the program is able to track the young men and their academic/educational achievements. Program mentors monitor progress closely and involve families, teachers, counselors, tutors and peers in supporting youth through short-term challenges. The program also offers high school and college readiness workshops and resources including assistance with class selection, test preparation, college applications, financial aid, FAFSA, and college coursework. Mentors frequently visit classrooms to assist/support young men and their teachers. Personal Development This manhood development program emphasizes developing awareness of self and personal responsibility to family, and community. Building character is an accentuated process of understanding the potency of one’s word, through the lens and immersion in culturally appropriate rites of passage activity. This LMB program element also focuses on health and spiritual wellness, learning the value of cultivating and extending personal networks. Through mentoring and peer engagement, students learn resiliency and immerse themselves in Native American values and traditional healing practices, cultural arts, and Latino history and heritage. Exploration of gender and identity is central to the character-building components where students examine man/maleness/manhood definitions, and understanding their developing bodies and emotions. Employment support The young men in the LMB program have the added benefit of outstanding career development and exploration opportunities, as the Unity Council manages a local one-stop center. Soft skills workshops for building resumes and effective interviewing techniques are a building block of the employment assistance these young men receive. Programmatic goals center on not just gainful employment but career readiness. The program has successfully connected young men with internships, summer jobs, unsubsidized job placement, work experience and local professionals in the field. Trauma-based healing/Mental health support Safe space, strong adult role models and peer-to-peer interactions are at the heart of creating a healing circle that explores substance abuse, violence, and unwanted pregnancy. The program employs peer-to- peer mentoring, traditional healing practices and arts, music, dance, activity and interaction that builds on resiliency assets. It also features family-strengthening classes where families learn effective communication, disciplinary techniques, and the importance of extended support networks. Violence prevention The LMB program positively redirects and reinforces the development of pro-social behaviors through mentoring and peer activities. Mentors provide intensive support to at-risk young men and boys. Mentors conduct regular progress check-ins with teachers, counselors and parents. Social recreation, fieldtrips and program activities deepen peer-to-peer engagement and help these young men develop an extended network of support. Adding value to an already robust violence prevention platform another key component of violence prevention curricula and group time is the exploration of manhood/male/maleness definitions in relationship to “machismo,” as a thoughtful preventative means of sexual and domestic violence. Additional resources and referrals are accessible to youth and facilitate leading them back or away from the streets.
VII-10 The Unity Council, Latino Boys and Men Program Stand-out Components and Innovation
El Joven Noble programming is grounded in Jerry Tello’s LaCultura Cura work utilizing a strong curriculum, attentive mentors and peer interaction to support and guide youth through character development and a culturally relevant "rites of passage" process. Much of the work and subject matter focuses on the prevention of substance abuse, teen pregnancy, relationship violence, gang violence and school failure. El Joven Noble teaches young men to respect and act responsibly toward self, family and community. Their primary vehicle and markers of character development is teaching the personal potency and importance of honoring and keeping one’s word, responsibility/accountability, to bring no harm to and be a positive example to others.
The Joven Noble curriculum utilizes Latino and Native American cultural values and practices, including drumming, poetry and traditional healing techniques, combined with peer health education. Each school’s Joven Noble circle is comprised of a mentor who is responsible for a cohort of up to 25 students. Each group meets for 10 sessions per semester that range in length and culminates in a ceremony where young men are acknowledged for their commitment to themselves and their community. Young men who excel in the program are identified as potential peer leaders and are trained to become mentors.
Overall the LMB program offers a holistic, culturally specific manhood development and traditional rites of passage program providing wrap around services for Latino men and boys employing evidence based principles and theory with an annual evaluation conducted from outside.
Adult and peer-to-peer mentoring component of the LMB program is key to effective programming and support for youth and positively impacts outcomes and life course transformation.
Trauma-based healing and health supported by El Joven Noble and family strengthening classes, with families learning effective communication, disciplinary techniques, and the importance of extended support networks. Creating safe spaces for young men to explore self and family in relationship to community promote healing, healthy connections and better adjusted young men prepared to surpass systemic and structural expectations and transform their lives and opportunities.
Key Partners
The Unity Council collaborates with School Center for Healthy Schools and Communities, La Clinica de La Raza, Native American Health Center, Children’s Hospital, the Spanish Speaking Citizens Foundation, Brothers on the Rise and with neighborhood schools including Urban Promise Academy, United for Success Academy, Fremont and Castlemont High School. The Unity Council also collaborates with the African-American Male Achievement Office (AAMA) at Oakland Unified School District (OUSD), Oakland Police Department, several Alameda County agencies, Boys and Men of Color Oakland Program and several initiatives put forth by The California Endowment.
VII-11 The Unity Council, Latino Boys and Men Program OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs Youth Alive!
Organization: Youth Alive!
Organization Contact(s): John Torres
Target Population(s): Caught in the Crossfire works with violently injured youth between the ages of 12-24. In 2013, 70% of clients were African-American and 26% were Latino.
Primary Service Area(s): Caught in the Crossfires referrals are received from three hospitals: Highland Hospital, Children’s Hospital of Oakland, and most recently Eden Medical Center. In 2013, Highland Hospital made 85% of the referrals and although these three hospitals serve patients throughout Alameda County, the majority of clients are from Oakland. In this time, 72% of clients were from Oakland with the rest being from the surrounding areas.
Key Partners: Juvenile Justice Center, Oakland Unite, Catholic Charities, Highland Hospital, Children’s Hospital of Oakland and Eden Medical Center.
Program Overview: Youth Alive! houses three programs geared toward addressing and preventing gun violence in Oakland: Teens on Target, Caught in the Crossfire, and the Khadafy Washington Project. Caught in the Crossfire and the Khadafy Washington Project are the two programs that are most related to manhood development.
Caught in the Crossfire aims to intervene in the lives of gunshot wound victims through hospital-based intervention to prevent retaliation and promote rehabilitation by providing opportunities. By collaborating with hospitals in Oakland, Caught in the Crossfire is able to assist violently injured youth who are referred to the program with long-term case management, connections to community services, home visits, and follow up assistance. In 2013, the program served 89 clients ranging from ages eight through 25.
The Khadafy Washington Project supports the families and friends of homicide victims with crisis response, promotion of healing, and prevention of retaliation. The Khadafy Washington Project is able to offer emotional support as a partner of the Crisis Response and Support Network. The project also offers financial assistance, relocation assistance, assistance in funeral planning, and Victim of Crime applications assistance to survivors. In 2013, 79 families received crisis support services, and of these 36 received long- term mental health support and clinical case management after initial stabilization.
Youth Alive! VII - 12
Key Taxonomy Practices
Program Strategy
Trauma based healing/Mental Health Support Caught in the Crossfire, provides Intervention Specialists who can offer long-term case management for violently injured youth. By using hospital-based intervention, they are able to mitigate the likelihood of retaliation. The Khadafy Washington Project is able to offer emotional support after traumatic events as a partner of the Crisis Support and Response Network. This allows families and friends to cope with grief in methods that will not lead to retaliation. Violence prevention By intervening in the lives of violently injured youth and the families of homicide victims, Youth Alive!’s programs are able mitigate the likelihood of retaliation. Studies show that retaliation leads to the continuation of a violent cycle, but through intervention this cycle is stopped decreasing the likelihood of violent injuries. Employment support Caught in the Crossfire works hard to transition clients back into the community and for some clients this means employment support. Caught in the Crossfire offers connections to job training programs and in 2013, 10 clients were able to find a job. Academic/educational support In transitioning clients back into the community, Caught in the Crossfire also assists client with academic and educational support by working with teachers, guidance counselors, and administrators. In 2013, Caught in the Crossfire helped 17 clients enroll/re-enroll back in school and seven clients enroll in college. Case Management/Counseling Intervention Specialists provide care for clients for as long as is need. This consists of contact at least once a week along with helping the client obtain the services they need.
Standout Components With Caught in the Crossfire and the Khadafy Washington Project, Youth Alive!’s main goal is to prevent retaliation through means that are culturally sensitive and that extend beyond violently injured youth and homicide victims. Youth Alive! works hard to re-engage violently injured youth back into the community by providing opportunities that break the cycle of violence.
Youth Alive! VII - 13 OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs The Mentoring Center
Organization: The Mentoring Center
Organization Contact(s): Celsa Snead, Executive Director
Program Overview: Founded in 1991, The Mentoring Center (TMC) provides case management and mentoring services to highly-at-risk1 Alameda County youth and young adults. Additionally, TMC provides technical assistance and training to organizations across the country in an effort to improve the quality and effectiveness of mentoring programs. TMC uses its trademarked Transformative Mentoring program model as the primary curriculum, framework, and method for direct service delivery. The Transformative Mentoring model emphasizes providing contextual and non-punitive mentorship to address profound levels of negative self-esteem and behavior challenges among youth over an extended period of time. Furthermore, the model uses a culturally-rooted approach to manhood development through intentional mentor selection and cultural realignment.
Target Population(s): The Mentoring Center serves highly at-risk youth and young adults ages 13-25 who are incarcerated, on probation, parole, in the adjudication process, or at risk of school expulsion. Three-quarters of participants are African American, 20% are Latino, and 3% are Asian American.
Primary Service Area(s): While TMC’s mentoring programs are available to youth throughout Alameda County via various detention facilities, community centers, and in-house facilities, the program primarily serves youth within Oakland, specifically in West and East Oakland.
Basic Structure: The Transformative Manhood Group, which is one of four mentoring initiatives sponsored by TMC, uses the Transformative Mentoring model to develop culturally relevant and healthy concepts of manhood among participants. Participants of the Transformative Manhood Group are typically referred to TMC programs from other TMC case management programs such as Project Choice or Camp Sweeney AfterCare, or from government and community partners, such as probation offices, courts, transition centers, or the Oakland Unified School District. Youth then participate in weekly two- hour group sessions with peers and trained mentors for at least six months (though sometimes longer). Upon attending the weekly mentoring group for six months, participants are no longer required to participate; however, mentors often maintain relationships with each participant for at least six additional months.
1 Highly-at-risk youth are defined as individuals who have already engaged or participated in risky behavior (including gang violence, drug use, and other forms of violence).
The Mentoring Center VII-14
Key Taxonomy Practices
Program Strategy
Trauma-based Healing/Mental Health Support Trauma-based healing is central to The Mentoring Center’s Transformative Manhood Group. Mentors and facilitators provide contextualized, holistic healing support for youth by providing a safe and welcoming atmosphere to process traumatic events. Inter-generational Mentoring Each group mentoring session has several male mentors/facilitators, called elders, that provide guidance for young men as they transition into manhood. These mentors are involved very deeply in each participant’s life, often communicating with them several times per week, and building truly authentic and caring relationships that last beyond the group session’s typical 6-month timeframe. TMC has a rigorous process for selecting, training, and matching mentors. TMC requires at least a one- year commitment and at least a 3-day training, with additional training offered throughout a volunteers/mentor’s tenure. The program also encourages past participants to return as mentors. Case Management/Coaching/Counseling The Mentoring Center offers four intensive juvenile justice case management programs: Project Choice, JJC/OUSD Wrap-around, Camp Sweeney AfterCare, and the Juvenile Reentry Initiative. Case management includes frequent follow-up and home check-ins, as well as assistance connecting to education, health, employment, and government services. Lifecourse Perspective TMC fosters the development of a lifecourse perspective in participants by carefully deconstructing cultural, political, and interpersonal events through group-based discussion, analysis, and reflection. For example, a group session may include watching a recent video clip of a news brief, and afterward participants will discuss why this even took place, how structural systems influenced circumstances, and how to respond as a young man of color. Personal Development The Transformative Mentoring model is an intensive and long-term process that utilizes best practices to cognitively restructure participants’ identities by nurturing aspects of their personality, which may not otherwise have been developed. TMC has four phases in youth development: (1) Recognition of their own “goodness,” perhaps through “cultural realignment”, (2) Declaration of their identity and meaning, (3) Activation of this identity by making conscious steps to think and behave in ways that reflect their meaning, and (4) Realization, where the participant can reflect on behaviors that have affirmed their identity. The Transformative Manhood Group also helps participants explore notions of healthy masculinity in regard to relationships with women. School Drop-out Prevention The Mentoring Center works directly with schools to help keep students who are at risk for expulsion stay in school and integrated in their communities.
Key Partners
African American Male Achievement Initiative Of The Oakland Unified School District, Bikes For Life, The Malonga Casquelourd Center for the Arts, The Brotherhood Of Elders, California Department Of Correction and Rehabilitation, M.I.S.S.S.E.Y (Motivating, Inspiring, Supporting, and Serving Sexually Exploited Youth), Oakland C.A.R.E.S., City of Oakland Department of Human Services, Oakland Cease Fire, Alameda County Probation, Oakland Private Industry Council, Juvenile Justice Center / Oakland
The Mentoring Center VII-15 Unified School District (O.U.S.D.) Wrap-Around Services, PolicyLink, Urban Strategies Council, University of California at Berkeley, 2025 Campaign for Black Men & Boys, Youth Uprising.
Stand-out Components
Strong working partnerships with state, county, and city government offices, primarily with the Department of Juvenile Justice. TMC receives most of its referrals from government agencies within the Department of Juvenile Justice.
On-site, pre-release mentoring programs. In order to build trusting and successful relationships with participants, the Mentoring Center provides a weekly, pre-release transformative manhood group in several justice department facilities. This type of engagement helps participants with their transition into community-based mentorship programs.
National leader in training and technical assistance for mentoring programs. Originally established as technical assistance and training provider, TMC develops curriculum and provides training for youth-focused organizations nationally. TMC offers eight types of training curriculum suited to a variety of service providers, including “train the trainers”, culturally competent mentoring for boys and men of color, gender-specific mentoring, and Transformative Mentoring group training.
The Mentoring Center VII-16 OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs Intertribal Friendship House
Organization: Intertribal Friendship House
Executive Director: Carol Wahpepah
Target Population(s): The manhood development work focuses primarily on young Native men, ages 16-24.
Primary Service Area(s): While the organization serves Native Americans from several tribes and seven counties throughout the Bay Area, Intertribal Friendship House’s intensive manhood development activities support its Oakland members exclusively.
Key Partners: Urban Peace Movement, Native American Health Center, Alameda County Health Care Services, Washoe TANF, BAYCARE, Urban Strategies Council, Society for Health Education, Lakota medicine man Richard Moosecamp,
Program Overview: For roughly 60 years, Intertribal Friendship House (IFH) has served and advocated on behalf of native communities throughout the Bay Area. Now the only organization of its kind in the region, Intertribal Friendship House is a hub for individuals from as many as seven counties to participate in enrichment activities and receive support rooted in long-standing tribal customs, rituals, ceremony, and values. The organization operates on a foundation of holistic, inter-generational community empowerment. Accordingly, a critical component of uplifting they serve is the work to provide intensive support to boys and young men, who regularly encounter multiple traumatic experiences and systemic failures detrimental to their personal wellbeing. Towards that end, Intertribal Friendship House offers a distinctly multi-faceted culturally-focused manhood development program to young native boys and men in Oakland.
Last year, over 8,000 individuals engaged in Intertribal Friendship House activities and services. Of those, roughly 35 Native young men ranging from 14 to 24 years old received intensive manhood development support. Activities range from inter-generational mentoring, to rites of passage ceremonies, to placement in employment opportunities, to connection with social services.
Basic Structure: Intertribal Friendship House is somewhat unique in that it does not offer a distinct, cohort-driven manhood development program for young participants to complete over a finite period. The organization offers its intensive manhood development services to a select group of local young men, in part as a means to integrate them as leaders of mainstream program activities—such as rituals and ceremonies—over time.
Intertribal Friendship House VII-17
Key Taxonomy Practices:
Program Strategy
Life course Perspective and Personal Development Intertribal Friendship House’s life course and life skills training components are firmly rooted in multi- generational traditions and holistic personal development. Individuals participate in specific rites of passages ceremonies to mark young boys’ and men’s transition from one phase to the next, as well as larger community ceremonies and rituals meant to connect the broader community to spiritual customs from numerous tribes. In addition to these rituals, participants also develop themselves through learning and practicing art; planting and harvesting fruit, vegetables, and herbs in the community garden; and cooking and participating in community feasts. Through these various activities, members also come to understand the systemic issues they face in their communities, and in the process strengthen their own cultural identities through deepened connection with the long-standing customs and values of their families, tribes, and elders. Trauma-based Healing/Holistic Health Support The program promotes a holistic approach to healing and personal growth. Many participants live in neighborhoods where many residents have lost friends and family members to instances of community violence. Additionally, many encounter deep systemic inequity and discrimination in access to critical supportive services and resources, in addition to meaningful education and employment opportunities. Thus, Intertribal Friendship House views trauma-informed healing as critical in guiding young people through their self-transformation. The organization believes it is important to bring young people into community space to open up and be vulnerable. To this end, the IFH offers a safe space where people can experience a number of holistic activities meant to help individuals directly confront and work on the challenges they need to overcome. Talking circles: The organization works with a medicine man to lead talking circles for youth to discuss various issues within their personal lives and larger communities. Pipe ceremonies: Intertribal Friendship House hosts pipe ceremonies specifically for boys and men to come together and discuss their personal challenges and goals. This not only presents a therapeutic opportunity for personal sharing, but it also creates an avenue for inter-generational mentoring. As part of the ceremony experience, participants pray together and eventually eat together. Through drum making workshops, young men learn about a fundamental cultural tradition common among some tribes in the area. An Intertribal Friendship House board member facilitates historical trauma workshops, where members explore systemic causes of trauma, including issues such as violence and social injustice. Violence Prevention Many of the youth participating in the manhood development activities live in neighborhoods where it is common to have lost someone due to community violence, and many live in neighborhoods with heavy gang presence. Intertribal Friendship House aims to address these realities through preventive and holistic channels. The organization offers inter generationally-focused activities, particularly since many of the young men do not have fathers in the home. Among these activities are conferences for boys and men, where participants discuss how to deal with anger, how to process loss, and also how to interact with the women in their communities in healthy ways. Fatherhood Development The organization enlists a consultant to convene a program called Fatherhood is Sacred, which aims to provide support to men with children. The group of fathers (some bring their children as well) meets once per week for 15 weeks to receive education and share amongst peers. While as many as 10 men at a time may convene with the group, IFH has identified as many as 30 young men who they believe could participate
Intertribal Friendship House VII-18 Advocacy and Systems Change Native youth in Oakland face a somewhat unique challenge in that at times people either do not recognize that their community exists, or they believe there is not a critical mass to galvanize advocacy. Nevertheless, Intertribal Friendship House has been organizing and advocating for communities for nearly 40 years. The program continues to work with public agencies to improve the processes by which they identify native youth in need of supportive services(e.g. child protective services, foster care, etc.) and advocacy within the public system. They also provide some advocacy on behalf of families meeting with public agencies to help negotiate to keep their families together (and/or arrange for visitation access). IFH continues to effect systems change through direct policy advocacy in partnership with state legislature, as well as increasing awareness of restorative justice as a strategy to build more equitable criminal justice and education systems. In partnership with several organizations, IFH worked to plan hearings for the CA. State Assembly Select Committee on the Status of Boys and Men of Color, as an opportunity to lift up issues affecting Native communities (among others). The organization also trains its young men on restorative justice practices, and those young men then work with the staff to train a broad range of stakeholders throughout the state on effective restorative healing and transformative justice. In addition to creating awareness around policy issues important for Native communities, it has also presented opportunities for IFH to form important cross-racial coalitions. Finally, the organization is planning an intertribal action at the San Francisco 49ers stadium to protest the name of the Washington, D.C. NFL team when they visit for a Monday night game. Inter-generational Mentoring Intertribal Friendship House employs an intergenerational mentoring model through which older men provide guidance to younger men at community activities, such as ceremonies. Some ceremonies are official rites of passage events, but often they represent ongoing opportunities for tribal communities to fellowship. Employment Support Many young men at IFH lack parental support to help them think through the different paths they can take beyond high school. The staff believes it is important for youth to get training and work, not just for the sake of work, but rather they should train to do what they love. Hence, the staff works with members to connect them with job leads and postsecondary training by making intensive efforts to get to know them on a personal level. It can take multiple meetings/weeks for the young men to open up to them and discuss their dreams and interests, but once they do, the staff works with them to find opportunities that match well. As a result, they have been able to connect participants with paid training opportunities in a number of different fields, and have identified partners to provide employment placements.
Stand-out Components
The organization engages young people from many different tribes, and many of the rituals and ceremonies will be driven by traditions of a particular tribe, so many members often coalesce around traditions that are not their own as a way to honor a deeper sense of identity.
Youth at Intertribal Friendship House learn relevant life skills such as gardening (in their community garden) and cooking, so they can lead sustainable and independent lives.
Through its Native Boys and Men’s Leadership Institute, Intertribal Friendship House implements a very intentional leadership development strategy, whereby they are constantly grooming young men in the hopes that the activities they are just beginning to participate in will eventually be the very activities they lead (this is especially true for the ceremonies).
Intertribal Friendship House VII-19
OAKLAND-ALAMEDA COUNTY ALLIANCE FOR BOYS AND MEN OF COLOR (BMoC) Culturally-Focused Manhood Development Programs
Organization: Village-Connect, Inc., Human Sustainability Groups and Manhood Collaborative
Organization Contact(s): Gaylon Logan, Jr., Founder/CEO, Village-Connect, Inc. Ted T. Marsh, Chief Coach, Manhood Council, Village-Connect, Inc.
Program Overview: Village-Connect employs a holistic approach to supporting the family unit via the individual and the interpersonal relationships within the family and through multi-layered approaches. The program facilitates transformative change for individuals, families and community. The initiative focuses on developing the “higher self” in every individual that is seeking to improve and expand his/her life possibilities.
Village-Connect’s two cornerstone projects are:
Human Sustainability Groups, a peer support network of men, women and youth coming together for the purpose of healing and personal development through inter-generational engagement and education. A leadership development component focuses on building the capacity of people to become more self-aware, self-correcting, and self-generating. .
Manhood Collaborative, an initiative of individuals, groups, organizations and businesses whose aim is to promote and initiate activities and influence public policy that encourages and supports the journey of manhood and fatherhood. An ongoing key element of the Collaborative is quarterly forums designed to reduce the mortality of African American boys and men in high- risk neighborhoods. The developing Manhood Collaborative will focus on bringing back to community culturally relevant rites of passage for African American boys. The program will emphasize intergenerational conversation to include coaching and mentoring so that young men can benefit from the lessons learned by older males’ experiences in their own journey to manhood. The Collaborative will also include an experiential practice, where young men first talk about character development and building community and then go out and put this learning into practice through a hands on experience with adult men guiding the process.
Since its inception in 2009, Village-Connect has:
Facilitated more than 150 Human Sustainability Groups in Oakland neighborhoods for more than 700 men, women and youth.
Organized and hosted 15 African American Male Focused Forums in Oakland and Berkeley with more than 600 teen and adult male attendees.
Village Connect VII - 20 Provided case management, life coaching and employment services to more than 150 Alameda County Office of Education students.
Key outcomes of the human sustainability groups and manhood collaborative include:
a. reports of improved options and opportunities b. reports of a greater sense of belonging c. improved conditions in the home and in family life
Target Population(s) Village Connect serves a broad range of youth and young adults in Alameda County. Specific populations include young men of color ages 18-30 who were previously incarcerated and/or on parole. High school aged youth, both young women and boys in Alameda County
Target Area(s): Working with men within Alameda County Probation, and San Francisco Adult Probation Department’s, the Alameda County Office of Education, and the Alameda County Public Health – Urban Male Health Initiative, and numerous community partners providing programming to over 150 men annually.
Basic Structure: The Human Sustainability Groups consist of weekly groups and healing circles within customized time periods. The groups apply the Culture Based Transformative Coaching curriculum and Restorative Justice practices. The program includes men having engagement with adult mentors from diverse backgrounds, cultural enrichment outings, selection and direct involvement in community service projects and the planning and coordination of ceremonies that acknowledge life course work.
Key Taxonomy Practices
Program Strategy
Lifecourse Perspective Development of a lifecourse perspective is central to the Human Sustainability Group. A significant portion of the curriculum focuses on understanding life purpose, and increasing self-awareness. Additionally, the program reinforces the philosophy that life is continual journey full of growth, change, and transformation. Personal Development Utilizing their culture-based transformative coaching curriculum, Village Connect moves participants through layers of personal development that include having healthy relationships, understanding individual potential by developing a personal development plan for individual participants that is strengths and values-based. Trauma-based Healing/Mental Health Support The human sustainability group curriculum used principles of restorative justice and helps participants examine how they express their feelings, how they deal with conflict and manage relationships. Violence Prevention The violence prevention component of the Human Sustainability Groups emphasizes teaching young men who have been incarcerated and are out on parole; how to resocialize so they are developing relationships with individuals that will help them achieve success versus engage them in unhealthy or self-destructive habits. The model that Village Connect uses includes male mentors who have been able to achieve a level of success despite
Village Connect VII-21 obstacles so that young male participants can see examples of men who have been able to turn their lives around.
Inter-generational Mentoring The Human Sustainability Groups place an emphasis on inter-generational and cross gender interaction with men, women, and youth coming together for the purpose of healing and self-development through an interactive process, networking and education. Village Connect is attempting to create an environment that mimics family and positive peer support. School Dropout Prevention Village Connect provides culturally relevant support to charter/alternative schools seeking to establish a greater partnership with home and community. Working with school personnel, students, families and community advocates, Village Connect collectively creates and develops a school culture that garners inclusive and affirmative results. Gender Lens In the Human Sustainability Groups there is an intentional emphasis on how to develop and manage healthy relationships, both male to male but also cross gender. Peer and intergenerational groups talk about aspects of healthy relationships including how to work through conflict and managing interpersonal dynamics.
Key Partners Clients: Partners: Alameda County Office of Education Alameda County Black Nurses Association Alameda County Probation Allen Temple Baptist Church Alameda County Public Health Department Healthy Oakland City of Berkeley McGee Avenue Baptist Church Family Independent Initiative Oakland YMCA Felton Institute Peacekeepers Peralta Colleges Foundation San Pablo Avenue Church of Christ San Francisco Adult Probation Department Urban Male Health Initiative San Francisco Family Services Agency Urban Resources Institute
Stand-out Components Culture-Based Transformative Coaching (CBTC). Village-Connect uses a life-coaching intervention model that employs evidence-based restorative justice, motivational interviewing, co-active coaching and curriculum patterned after the national Cultural Proficiency Institute. CBTC is a strength-based coaching model that maximizes personal, professional and academic potential. Coaches trained in the CBTC model help clients to meet life’s opportunities and challenges by providing insights and guidance from an inside/out perspective rather than outside/in. Utilizing a culturally proficient curriculum and community-based interdisciplinary approach, Village-Connect effectively transforms the individual, family and community.
Restorative Justice is combined with CBTC to offer a platform for optimal at the individual, group, family and community levels. Indentifying and taking steps to repair social-emotional harm, transforming traditional relationships between communities of social service government entities are two of the first steps. Restorative Justice practices include the use of healing circles and participant led community service.
Village Connect VII-22
Prepared by Social Policy Research Associates, 2014