Running head: Population at Risk

Population at Risk
Michelle Loding
Access ID: ft4405
SW 4997
Wayne State University
May 29, 2016

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Abstract

The focus is an African American child of 5 years old, who is presented as a behavior problem in
school. A school social worker, who is new to the profession, takes it upon herself to examine
every aspect of Trent and his family to determine what is the root cause of any behavior issues, if
in fact there are issues. Are the teachers just being discriminatory since Trent is African
American? Since Trent falls into an at-risk population, what are some of the effects of being
labeled at an early age? Also, ethical dilemmas involved on the part of the social worker, the
teachers, Trents parents, and Trent himself can play a part in the discrimination.
Keywords: African American, male, school age, discrimination, at-risk population

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Population at Risk

Some where during the creation of man and Earth, there came to be a divide. This divide
is labeled as just or fair to some, but to most others it a highly questionable practice called
oppression. According to The Social Work Dictionary (2014), oppression is defined as, the
social act of placing severe restrictions on an individual, group, or institution. Typically, a
government or political organization in power places restrictions formally or covertly on
oppressed groups so they may be exploited and less able to compete with other social groups.
The oppressed individual or group is devalued, exploited, and deprived of privileges by the
individual or group who has more power. (pg. 303) This is a sad way to gain control over a
population that may be different physically, mentally, or emotionally from another individual or
group. All too often the ones being oppressed or discriminated against have been African
American. This is a practice that has gone on since ancient times and, unfortunately, still is in
practice today. This divide between races has exploded with recent events using problematic
judgment by police officers, politicians, and even the general public. This oppression of African
Americans is beginning to lift, but there is still this great divide that is in place. African
Americans, specifically males, are considered an at-risk population. An at-risk population can be
defined as, those members of a group who are vulnerable to, or likely to be harmed by, a specific
medical, social, political, or environmental circumstance. For example, overweight people or
smokers are an at-risk population because they are more likely to have heart attacks or
cardiovascular problems. This term is roughly synonymous with vulnerable populations.
(Barker, R. (2014). p. 30). Being a black male means being vulnerable, and that is a feeling any
populace of people does not, typically, like to have. Helping to end this trend of oppression and
feeling exposed could start with how youth are treated. Not every group or community of certain

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races, colors, creeds, or ethnic backgrounds are treated as an equal to a white male. If an African
American male was treated equally, then maybe there would not be only 59% of black males
graduating from high school, nationally. (Superville, D.R. (2015). Graduation Rates Rise; Gap
Between Black and White Males Grows, Report Says. Education Week.). This fair treatment
needs to begin at an early age. Each student must be given a fair and equal start to their
education in order to be successful in school. By continually labeling or even belittling certain
groups of students, they have already been told they are not good or smart enough.
Enter Trent, a small, attractive, bright-eyed 5-year-old African American child. (CarltonLa-Ney, I. (n.d.) The Case of Trent.) Trent will be the focus of this case study. He is an at-risk
student because he has several things going against him right from the beginning of his life
through no fault of his own. He is African American and male.
Having a connection to ones ethnic heritage is considered a protective factor in the face
of discrimination; however, it is unclear whether the protective effects are persistent
across multiple stressors. Furthermore, the dimensions of ethnic identity that reflect
group pride/connection (affirmation) and exploration of the meaning of group
membership (achievement) may operate differently in the face of stress. The present
study examined the moderating role of ethnic identity affirmation and achievement on
concurrent and longitudinal relationships between exposure to stress (discrimination,
family hard- ship, exposure to violence) and antisocial behavior in a sample of 256 Black
and Latino male youth (70 % Black) living in low-income urban neighborhoods. Using
regression analysis, concurrent associations were examined at age 18, and longitudinal
associations were tested 18 months later. We found that, among youth experiencing
discrimination, high levels of achievement and low levels of affirmation predicted greater

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aggressive behavior and delinquency. Low affirmation also predicted more criminal
offending in the face of discrimination. The two dimensions operated similarly in the
context of family stress, in which case high levels of affirmation and achievement
predicted lower levels of antisocial behavior. The findings suggest a differential role of
the two dimensions of ethnic identity with respect to discrimination; furthermore, the
coping skills that may be promoted as youth make meaning of their ethnic group
membership may serve as cultural assets in the face of family stress. (Williams, J. et. al.,
2014).
With any group of students affirmation is very important, especially in younger children. The
more positive reinforcement the children grow up hearing, the better they will be as a person in
society in general. Parents experiencing racial discrimination are likely to transmit racial
socialization messages to their children to protect them from future injustices. (McNeil Smith, S.
et. al., 2016). This shows what happens today does get passed on to the next generation. Just by
belonging to a race with a darker skin color, the discrimination begins. With the case of Trent, a
social worker named Jo is attempting to get to the root of what and where Trents behavior
problems arise from. Trent is labeled in his class as rowdy and aggressive. (Carlton-LaNey, I. (n.d.) The Case of Trent.) Often boys of the same race are given these kinds of labels
before they have even shown any kind of behavior issues. According to Minor, E. (2014)
This study finds that teachers perceived black students to have lower academic ability in
fall and spring of kindergarten compared to white students as well as lower levels of
social and behavioral skills. Teachers fall perceptions have lasting implications for how
teachers perceive their students in the spring, and this appears to have more negative
consequences for black students. Teacher reports of social and behavioral skills are more

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important for teacher perceptions of student ability for black students than for white
students. In other words, behaving well for black students has a larger influence on
teacher perceptions of students academic ability than it does for white students.
This is a self-fulfilling prophecy for youth of color, if one thinks they are a behavior problem,
then they will become one. When a person is told time and time again that they are acting out or
angry, they then will act out or become angry since that is what is expected of them. Many times
black males are singled out as being a behavior problem right from the start of their school
careers. This poses a big problem with what is happening with teachers and administrators. In a
study done by Geoffrey Marcus for The Journal of Educational Research (1991),
The Black males, unlike the White males, reported that their teachers did not let then do
as they liked when they finished their work. Also, the Black males reported that their
teachers did not make them feel as good as the teachers made the Black females feel
about how hard they tried. Black males did not perceive that their teachers trusted them
as much as the White males and Black females perceived that their teacher trusted them.
In general, the Black males perceived that their teacher expected less from them, called
on them less, and gave them fewer choices that was the case with the White males and
Black females.
Black males also had higher test scores than Black females did () Black males
reported that they perceived that their teachers scolded them for not trying and for not
listening. In general, the Black males perceived that their teachers gave them more
negative feedback and more teacher direction than the Black females perceived their
teachers gave them.

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People who are in a position of authority need to be positive, engaging, challenging without
being harsh, and productive to learning no matter what the students skin color might be. For
Trent, the youth who is being labeled as disruptive in class at only 5 years old, his teachers have
reverted back to child like behaviors in response to any kind of outburst a youth of 5 years old
might have. In the case study, The Case of Trent, it states, a somewhat frustrated looking teach
aide hovered over the boy, responding to him with similar yells and screams and trying to force
his small rigid frame into a chair placed in an isolated section of the corridor used for time-out.
(Carlton-La-Ney, I. (n.d.) The Case of Trent.). Jo, the school social worker, sees this behavior by
both the adult and the student and intervenes to help diffuse the situation. Trent responds well
and appropriately to Jo and a calm demeanor. Jo does note during her assessment of Trent that
his teacher is Caucasian and has perhaps entered into an area of having a preconceived notion of
what African American childrens (particularly males) behavior is like. Jo includes in her
evaluation of the situation that since Trent is slow moving, deliberate in his speech, and
inattentive that the teacher had labeled him as having a learning disability with behavior issues.
(Carlton-La-Ney, I. (n.d.) The Case of Trent.). This is exactly the kind of behavior that needs to
end within any school system. While Jo herself is Caucasian, she sees and knows what the
problems are when labels are put on another person due to race. Understanding and preventing
aggression and other externalizing behavior problems during the developmental period is
essential, because childhood aggression can lead to a broad array of problem behaviors later in
life. (Nyborg, V. & Curry, F., 2003). Furthermore, in the same study by Nyborg and Curry
(2003), Racial composition of the school was significantly inversely correlated with self-reported
externalizing behavior problems and with self-reported internalizing behavior problems and
positively correlated with self-concept. Thus, a higher African American racial composition in

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school was associated with lower levels of externalizing and internalizing behavior problems and
higher self-concept. This shows that there is a definite uphill battle for African American
children within the school system. As much as no one likes to admit it, there is a problem with
discrimination and oppression in schools. Studies have shown that exposure to discrimination
increases the probability that African American adolescents will engage in delinquent behavior,
especially acts of violence. (Simons, R. L., et. al., 2006). By telling a child that he is a problem,
he will, in fact, become a problem. This cycle of oppression of African American children needs
to end.
In order to fully understand the root of a childs psyche, one must examine the full scope
of the family and home life. For Trent, as the social worker discovers, he has recently moved
from his mothers home to live with his father, stepmother and two stepsisters. While his mother
is still active in Trents life while she betters herself by returning to grad school, this upheaval
certainly contributes to any problems Trent may be having in school. Instead of his teachers
taking the time to realize where any behavior issues may be stemming from, they immediately
labeled Trent and wanted to get him tested for behavioral and emotional handicapped
certification (BEH). But by placing that on a 5-year-old child now, it will follow him throughout
his schooling. This does pose an ethical dilemma, by a Caucasian woman placing a label of a
learning and behavior problem on an African American male child, is there the possibility of
discrimination going on? The answer is yes. According to a study done by Irizarry, Y. (2015), In
first grade, students are typically unaware of the ways their own sociodemographic
characteristics influence their day-to-day experiences. Yet, evidence suggests that these factors
already play a role in teachers perceptions in ways that can influence teacherstudent
interaction, academic placements, and learning trajectories. A child sees past such formalities as

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race or color, yet a grown up, like a teacher, can not. This is unfortunate in that it can and does
affect how that child learns and behaves for the formative years of life. A possible solution to
this ethical dilemma could be more cultural sensitivity training that is required for all school staff
members. Teachers and staff members must put ones own prejudices aside so they can do their
job effectively. As one becomes more self aware and open to seeing how their actions can and
do affect another human being, and an impressionable child at that, it can be a critical to the
learning process. Another way to address this particular ethical dilemma could be to have a
professional come in to observe in the classroom in an effort to eliminate any personal biases the
staff member may have. The social worker, Jo, has started the process with just the one child,
Trent, but where there is one, there are usually more that are being affected by the actions and
oppression by another. Also, since Jo is still a student, there needs to be someone with more
experience brought in for the observation and intervention.
Early interventions focused on improving teachers abilities to objectively assess student
knowledge may be one way we can improve minority student success. But if deficit
thinking is influential in informing these assessments, even to a small extent, developing
teachers assessment skills may not be enough to address racial differences in teacher
perceptions. The most effective interventions will likely be those that not only increase
assessment skills, but also address deficit thinking and racial stereotypes by encouraging
teachers, through regular reflection, to think about how their own assumptions impact
their actions and day-to-day decision-making. (Irizarry, Y., 2015).
Another ethical dilemma that is brought up with Trents case is that of the family
accepting that a student, who is Caucasian, wants to help the family. Traditionally, African
American families pride themselves on handling any issues that arise internally. This does not

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mean any outside help is not welcome when needed, but it can be a blow to their ego when they
need to ask for help. In Trents case, Jo recognized the need for an intervention with how the
teachers were handling Trent and his behavior issues. By Jo asserting herself into the equation,
the ethical question then is, can a white woman really be able to help and understand a black
child? The answer is yes to this also. Since Jo has had the cultural and ethical training every
good social worker receives, she can be a highly useful instrument in Trents success in school.
In fact, without Jo seeing there was a big issue in how Trent was being unfairly singled out, she
became an advocate for all the children in the school who needed support. Jo did her research, as
one should when following a case like this, in learning about the family life. By Jo and the
family acknowledging that there is a difference in skin color, but it would not be a factor in Jo
helping Trent, it alleviates any tension that could exist.
Yet another ethical dilemma surrounding Trent is what to do with the staff members who
have been treating him unfairly. Should the staff members be relieved of their position of
authority when they are clearly abusing it? This answer is not cut and dry. If a teacher or other
staff is retrained in diverse populations yet still persists to favor one race over another, it should
be addressed by the school board. That kind of behavior jeopardizes the future of all children. It
can show youth that is is okay to treat another person with prejudice, but, obviously, it is not.
Instead of the particular teacher and the aide in Trents case, neither one bothered to do any
background work into the why of Trents behavior issues. Now that is has been brought to light
by Jo that the child had some major life changes and was dealing with them the way a 5-year-old
knows how, the insistent of the BEH certification should be dropped while the other
interventions are initiated. If, for some reason, the teachers would not comply with the current
interventions, then perhaps discipline from the school board may be necessary.

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Somewhere along the timeline of the history of man, there came to be a divide between
ethnicities. This divide has lasted and persisted throughout the years, despite efforts to see past a
persons skin color. Thankfully, there are many human beings that see others as just that, a
human being. Diversity is the key to having a rich and successful life. To be able to embrace
what makes each of us individuals, makes for a happier existence. For Trent, it took someone to
take the extra time to really get to the heart of the matter in any perceived behavior problems he
may have been having. While there are many ethical and moral questions that could arise from
how Trent has been treated in the past, hopefully the new interventions that have been
implemented will provide Trent with a prosperous education and have everyone who is involved
seeing things in a more positive light. The stigma of African Americans being a vulnerable
population needs to systemically be eliminated, and Trent is a good place to start.

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References

Barker, R.L. (2014). The Social Work Dictionary (6th ed.). Washington, DC: NASW
Press.
Carlton-La-Ney, I. (n.d.). The Case of Trent.
English, D., Lambert, S. F., & Ialongo, N. S. (2014). Longitudinal associations between
experienced racial discrimination and depressive symptoms in African American adolescents.
Developmental Psychology, 50(4), 1190-1196. doi:10.1037/a0034703
Irizarry, Y. (2015). Selling students short: Racial differences in teachers evaluations of
high, average, and low performing students. Social Science Research, 52522-538.
doi:10.1016/j.ssresearch.2015.04.002
Marcus, G., Gross, S., & Seefeldt, C. (1991). Black and White students' perceptions of
teacher treatment. The Journal Of Educational Research, 84(6), 363-367.
doi:10.1080/00220671.1991.9941817
McNeil Smith, S., Reynolds, J. E., Fincham, F. D., & Beach, S. H. (2016). Parental
experiences of racial discrimination and youth racial socialization in two-parent African
American families. Cultural Diversity And Ethnic Minority Psychology, 22(2), 268-276.
doi:10.1037/cdp0000064
Nyborg, V. & Curry, F. (2003) The Impact of Perceived Racism: Psychological
Symptoms Among African American Boys, Journal of Clinical Child & Adolescent Psychology,
32:2, 258-266, DOI: 10.1207/S15374424JCCP3202_11
Minor, E. (2014). Racial differences in teacher perception of student ability. Teachers
College Record, 116(10), 1-22.

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Superville, D.R. (2015). Graduation Rates Rise; Gap Between Black and White Males
Grows, Report Says. Education Week.
http://blogs.edweek.org/edweek/District_Dossier/2015/02/as_nation_graduation_rate_grew.html
Simons, R. L., Leslie, G. S., Callie, H. B., Drummund, H., & al, e. (2006). Supportive
parenting moderates the effect of discrimination upon anger, hostile view of relationships, and
violence among african american boys*. Journal of Health and Social Behavior, 47(4), 373-89.
Retrieved from http://search.proquest.com.proxy.lib.wayne.edu/docview/201662379?
accountid=14925
Williams, J. L., Aiyer, S. M., Durkee, M. I., & Tolan, P. H. (2014). The protective role of
ethnic identity for urban adolescent males facing multiple stressors. Journal Of Youth And
Adolescence, 43(10), 1728-1741. doi:10.1007/s10964-013-0071-x

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