Technology
and Its Impact on the
African American Male
I was,
therefore, glad to hear that a similar conference of this nature
is being held this week at the Community College of Philadelphia.
Glad for two reasons: 1) that some folks realize the critical
importance of this issue and are doing something about it, and
2) that the meeting was taking place at CCP, an institution
which provides the type of training necessary to facilitate
the transition into the technical industry.
After completing
their first level of fundamental courses to complete their Associate
Degree, CCP students are able to select one of four options
to pursue: 1) Biomedical equipment technology, 2) computer service
technology, 3) digital communications technology, and 4) nanofabrication
manufacturing technology. The problem, however, is that neither
high school nor middle schools students have a clue about what
these terms mean, or the career opportunities understanding
these terms, and related technologies, will open up.
These technologies
will be the underpinnings of the "new jobs." And this
is how you answer the question, "How do you get the kids
interested?" Show them the money! Industry representatives
say that the biggest impediment to their growth has been the
availability of technicians. They have file cabinet drawers
full of Ph.D. resumes, but when it comes to the people that
have to actually carry out the process, they are short. This
is where the community college plays such a critical role, preparing
the technicians, our young men, giving them the base from which
to grow.
Our local
Historically Black Colleges, Cheyney and Lincoln Universities,
can also play a critical role as we think about resources available
to help reclaim our African American males. Believe it or not,
as reported by a NASA Fellow, one of the primary strengths of
minority universities in America is in the biological and chemical
sciences. He is in the area working with these two institutions
to increase the number of math, science and technology personnel
through a program called, MUSPIN, the Minority University Space
Interdisciplinary Network.
So what
is being done to see that the young males from our community
at least get to Community College, Cheyney or Lincoln? Well
its back to our public schools and the community. As it relates
to the community, we must assure that information is available,
accessible, and in forms that will be receptive to the target
audience, African American males. We must also identify, and
provide, the resources necessary to keep them afloat in a system
when their life situations may impede their development and
ultimate achievement.
One of the
ways our public schools could assist is by adopting an approach
used in the Archdiocese of Philadelphia schools -- using web-based
TestU courses to help students prepare for college. Developed
by a former NBA player, Len Elmore, who believes that it will
"close the achievement gap that exists between young people
of color and their white counterparts," TestU is geared
toward students who need help but cannot afford expensive classes
or on-on-one tutoring. Teachers can incorporate it into the
curriculum on a weekly or monthly basis, and use with middle
as well as high school students, giving them time to work on
their strengths and weaknesses.
Just some thoughts. But don't you think it would be great to
wake up five years from now and find that the ratio of male
to female students in Historically Black Colleges and Universities
had changed, that we used technology effectively to turn the
statistics around. If we make a concerted effort, we might just
be looking at 60/40, instead of 70/30. Ladies, wouldn't you
like that?
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