Daphne R. Chandler NASP 2010 Paper Presentation

1. Hope: Beyond the Colloquial and Spiritual Into the Intellectual and PracticalPlease Note: The following is a condensed presentation of the original for uploading onto NASP website purposes. Daphne R. Chandler NASP 2010 Paper Presentation dchandler@wisc.edu University of Wisconsin at Madison

2. Positing Hope in Research: Considering Snyder’s Hope Theory (HT) • How is HT defined? • “Children’s hope is defined as a cognitive set involving the beliefs in one’s capabilities to produce workable routes to goals (the pathways component), as well as the self-related beliefs about initiating and sustaining movement toward those goals (the agency component).” (Snyder et al., 1997, p. 401) • Hope involves cognition, problem-solving ability, goal orientation, and emotion. Chandler,

3. EMOTIONS PATHWAYS THOUGHTS GOAL attainment/ non-attainment EMOTION SET Outcome Value STRESSOR AGENCY THOUGHTS surprise event Learning History Pre-Event Event Sequence Schematic of HT for children HOPE THOUGHTS pathways(developmental lessons of correlation/ causality) + agency (developmental lessons of self as author of causal chains of events) (Snyder, 2002) Chandler,

4. Reason for Pause in Utilization of HT • Cyclical interaction between cognition, behavior, and emotion based on “developmental lessons" to effect hope in life sounds great; however • Thoughts are shaped by the psyche and environment—socializations vary • Goals are based on values and belief systems—cultures exist • Motivation is affected both by emotion and experiences—success and failure experiences vary Chandler,

5. The Inequality of extant hope research • There are limits to globalization, one size does not fit all • 91% of the total standardization sample for the Children’s Hope Scale (CHS) European descended • 3% African descended Chandler,

6. …The Inequality • Further exclusion of diverse participants in validation studies • Most hope studies fail to mention the racial-ethnic demographics of their participants • The majority of hope research that does include African descended children is deficit or pathology-focused (e.g., Hagen, Myers, & Mackintosh, 2005; Hinton-Nelson, Roberts, & Snyder, 1996; Kliewer & Lewis, 1995) Chandler,

7. …The Inequality • Hope research has also suffered from “mono-operational bias” in philosophy and instrumentation • Scales developed from Snyder’s self-derived theory of hope, based on previous constructs (i.e., self-efficacy, goal setting, child development) • No attempt made to study Latin developments in psychology or education, African developments, Indigenous American developments, etc. • Hope theory (HT) scales have not been revised since development, 1997 for the CHS Chandler,

8. Simply Theoretical Problems, Or Real? • Edwards, Ong, & Lopez (2007) • 135 Mexican American adolescents • Confirmatory factor analysis found that item loadings varied from .68 to .95, with the bulk of loadings being in the low .70s. • At least one item loaded higher on the opposite factor or construct • “Although the original two-factor model has a strong theoretical foundation, its fit was relatively poor to serve as a formal measurement model in the current sample” (p. 236). Chandler,

9. …Simply Theoretical…? • Kaylor & Flores (2007) • 46 Latino and 1 African American adolescent girls • CHS indicated moderate levels of hope for the future both before and after participating in interventions that resulted in affective and grade improvement • “The students’ performance also might be due to their understanding of the survey items. The first author administered the survey and explained these items to students in terms they appeared to understand. However, these misunderstandings may have interfered with their performance” (p. 84) Chandler,

10. …Simply Theoretical…? • Chandler (2008, under review) • 33 African American children • The CHS yielded poor internal consistency (.62) and therefore inconclusive information regarding hope levels and math and reading achievement. • Multiple regression correlation analyses revealed that hope scores predicted academic achievement only 4% of the time Chandler,

11. QRMs in Search of Cultural-Responsiveness • I endeavor to assess the conceptualization of hope as the construct relates to academic achievement and life success by persons identified according to the Americas as Negro, African American, or Black. • Objective- • To develop a culturally grounded theory of hope for African youth • An African hope theory to begin the research base necessary to create discourses of positivity and achievement regarding African youth. • An African hope theory to begin the research base necessary to create curriculum and programs to intervene against cultural dislocation and underachievement. Chandler,

12. Beginning a Hope Research Base For the African Community • Who is considered African? • “Black peoples of African descent”—emphasis on pigment • Those identified or identifying with the “Racialized definition [and] political usage of “Black” [or African] that recognizes the bond shared by all peoples experiencing the European colonial encounter” (Dei, 2006, p. 29)—emphasis on the sociopolitical • Those considered when referring “to the progeny of a fairly stable common gene pool which produces people with similar physical characteristics [of the majority of Africa]” (Asante, 1990, p. 17)—emphasis on genotype and phenotype • “There are certain essential characteristics that identify the contours of our African American community” and “African American culture and history represent developments in African culture and history, inseparable from place and time” (Asante, 1998, p. 13, 11)—emphasis on culture Chandler,

13. Ontology, Epistemology and Methodology • Thus, Afrocentricity, succinctly defined as “placing African ideals at the center of any analysis that involves African culture and behavior” (Asante, 1998, p. 2), serves as the methodological and rhetorical foundation of this study. Chandler,

14. African Peoples: In Context • Harris (2001) outlined the following three truisms • Africans arrived abroad with their languages and cultures, which they continued to speak and practice, especially during the early years, in the privacy of their homes, quarters, and social groups. • Neither the Middle Passage nor the slavery system broke their awareness of their history. This is revealed in their religious practices and oral traditions. In fact, some of the new arrivals sought their kin and friends after they had been sold into slavery. This confirms both the continuity and the consciousness of heritage, community, and common social condition. • Their culture and aspirations for freedom were expressed in a number of ways, often incorporated in different forms—songs, poetry, religion—and were employed to solidify mass followings in a number of resistance movements . . . . that incorporated traditional symbols and ceremonies around which Africans and African Diasporans rallied. (p. 108) Chandler,

15. …African Peoples • Prime cultural characteristics outlined • Oral communication • Aesthetic expression • Religious/spiritual • Music/dance • Collectivism and cosmology • Innovation/Appreciation for education • And, • “traditional values such as harmony, justice, equality, patience, diligence, and good-naturedness”—review the principles of Ma’at • (Asante, 1990, Du Bois, 1903/2003; Woodson, 1933/2000) Chandler,

16. Sociopolitical Factors • What We Also Know • Gross SES and health disparities continue today, with the Black community repressed • “Despite the achievements of Blacks in narrowing the education gap between the 1970s and 1980s, and steadily increasing their SAT and National Assessment for Educational Progress scores from the 1970s to the 1990s, the Black-White wage gap continues to be gross.” • “There is up to 90% segregation in 40% of all urban schools.” • (e.g., see Chandler, 2008) Chandler,

17. … Sociopolitical • Racism; continues to be a primer for brutality and injustice, in and outside of school • Police brutality rates are so high within the African community in America that a national awareness day to fight it has been created; October 22nd • Presentation handout • VIDEO: http://www.youtube.com/watch?v=4tuAhoTPXEk&NR=1 • http://www.blackvoices.com/boards/gay-and-lesbian/gaynlesbian/glbt-community/national-day-against-police-brutality/1817/1 • http://www.october22.org/ Chandler,

18. Reconnaissance of Combined Personal and Community Agentic Thinking in Individual Agency-Focused Setting Pre-goal Striving toward Cultural Preservation & Persevering Oppressive Forces PATHWAYS THOUGHTS STRESSOR Culture-Specific Psycho-social Buffer Emotion Set Outcome Value for Self and Community Pre-goal Striving toward Cultural Preservation & Persevering Oppressive Forces AGENCY THOUGHTS Culture-Specific Psycho-social Buffer Reconnaissance of Personal Action Effecting Causality to the Extent that Personal Action Outweighs Seen and Unseen Oppressive Forces EMOTIONS GOAL attainment/ non-attainment Learning History Pre-Event Event Sequence Accounting for potential points of departure from HT in consideration of African centeredness HOPE THOUGHTS Personal Agency+Community Agency (developmental lessons of self as author of causal chains of events, and as effecting and affected by community members and universal mores) + Pathways (developmental lessons of correlation/ causality as influenced by self and external forces) Chandler,

19. Afrocentric Hope Theory • A definition of African hope based on my empirical and African American existential knowledge, • Hope within the Black community is goal-driven action produced by conscientious thoughts and feelings that are grounded in intra- and inter-cultural understanding. Chandler,

20. Primary Research Questions 1. Given the tradition of collectivism in the African community, and given the reality of racism that Africans uniquely experience, do African youth today engage in hopeful thinking and achievement behaviors from an individual or community orientation, or both? 2. How and about what do African youth tend to set academic and life goals? Chandler,

21. …Research Questions 3. Given the Africanity of African American culture, West Indian cultures, the culture of Africans in Europe, Asia, Australia, etc., does African self-cultural awareness affect African youths’ processes or levels of hopeful thinking and acting and if so how? 4. Do African youth face pressures in- or outside of school that force them into roles that oppose the existing order? Chandler,

22. …Method • Participants • Required to be at least Proficient on state AYP exam • Levels of achievement in rank order: Advanced, Accelerated, Proficient, Basic, Limited • 3 African American males, 1 in 6th grade and 2 in 7th grade • 3 African American females, 1 in 7th grade and 2 in 8th grade • 1 male 7th grader Advanced in reading, Accelerated in math • 6th grade male Advanced in math Chandler,

23. …Method • An ecological snapshot of the participants • Residents of Cleveland, OH, students in CMSD • Majority African population, above state average • Income significantly below state average, unemployment rates significantly above state average • An estimated 60, 000 people leave the city annually, ranked 3rd in nation for population loss • 70% of CMSD students are African • Dire history of racial and class inequity in Cleveland schooling—under state control since 2002 by U.S. Supreme Court Chandler,

24. Preliminary Findings • Emotion is the guiding force of hopefulness for Black children • Emotionality outweighs cognition or rote processing of achievement process • More specifically, there is clearly “more will than way” across respondents • Expressions of DETERMINATION over cognition more fierce when there were more pronounced experiences of poverty, family disruption, perception of failure assumed by others, etc. Chandler,

25. …Preliminary • More notably regarding emotionality, • Expressions of determination in the absence of sense of poverty, family disruption, etc. fiercely stated by male and female children with highest level of cultural awareness/high cultural-esteem • AND, these children articulated more nuanced plans for how they would achieve their goals Chandler,

26. …Preliminary • There exists a distal relationship between Black parents or families and the education system • Type or level of family participation in school is considered unorthodox according to American norms • Support for achievement reflect “village-type” orientation representative of African cultures; everyone/institution has it’s role and all are expected to perform their duties well without reminders or instructions Chandler,

27. …Preliminary • Examples of distal relationship • Parental/familial support are mediatory rather than direct to school, e.g., checking with child that homework was completed, checking work for accuracy and neatness, implementing positive and negative consequences, etc., rather than attending family-teacher conferences, volunteering at school, etc. Chandler,

28. …Preliminary • Education is viewed as a viable option and vehicle toward desired success • First, as implicated in expressions of determination, these youth believe in their ability to achieve in school • Second, these youth believe (at least for now) that educational success can lead to life success for them, e.g., a stable careers, means to support themselves and their families Chandler,

29. …Preliminary • Success idealizations are realistic and quality-of-life oriented • However, initial descriptions of success appear grandiose until detextualized • Once detextualized, it is clear that the youth’s claims of desiring to be “rich” or “famous” actually mean “financial stable/comfortable” and “socially esteemed” Chandler,

30. …Preliminary • Achievement idealizations are couched in expectations of excellence • However, pressure of perfection is absent • Many of these youth expressed that their parents/families expected excellence, and all but one of them expressed self-expectations of excellence Chandler,

31. Implications • Theoretical construct of African hope theory substantiated greatly by findings • Hope within the Black community is goal-driven action produced by conscientious thoughts and feelings that are grounded in intra- and inter-cultural understanding. Chandler,

32. …Implications • For the children and families • So many confirmations of African heritage; what some assert are cultural vestiges from Africa are current cultural mores and expressions. • Black children are guided first by their spirit of faith and determination, and match their actions to their concerns secondarily. • Black parents/families lack a connection to American education because American education does not reflect all of its constituents. • Black children and families approach modern education as a means to an end—so long as achievement is believed to be viable to desired life outcomes then excelling in school makes sense. Chandler,

33. …Implications • For academics and professionals • It is critical to begin to acknowledge and accept Africanity of Black children and families • Black children are not deficient White children • It is critical to begin conducting and utilizing multicultural research as the basis of TRUE SCIENTIFIC INQUIRY that can be “generalized idio-culturally” • Theories and interventions designed for and by the White community are not fit to support non-White community members • Successful Teachers of African American Children: Excerpt • (Ladson-Billings, 1994, p. 8-9) Chandler,

34. …Implications “Educational interventions, in the form of compensatory education (to compensate for the deprivation and disadvantage assumed to be inherent in African American homes and communities), often were based on a view of African American children as deficient white children…One reason is a stubborn refusal in American education to recognize African Americans as a distinct cultural group. While it is recognized that African Americans make up a distinct racial group, the acknowledgement that this racial group has a distinct culture is still not recognized. It is presumed that African American children are exactly like white children but just need a little extra help.” Chandler,

35. Intervening for Achievement • Recognize distinct culture of African Americans • Realize that Black families intersect with school system distally, but not necessarily ineffectively • Guide Black children through goal-setting process, outlining as clearly as possible the consequences of achievement vs. underachievement, to help them see school as a viable option to support their individual and family needs—Black children will be “determined” toward something; what will it be?? • “Don’t sweat the small stuff;” this may be the first step toward conceiving Black children as distinct but not deficient —what is the line between oratory and disruptive (think ADHD and ODD), between dialectical response styles and disrespectful or oppositional behavior? • Assess parents’ and child’s perception of school, future orientation, and parent-child connectedness, which appears more important than parent-school connectedness. Chandler,

36. …Intervening • Adaptations to Suggestions from the literature (Snyder, 2002 ; Snyder, Lopez, Shorey, Rand, & Feldman, 2003) • Tap into children’s interests and aptitudes using a variety of standardized tests, including CHS • WRONG—utilize CMI, SSCS and create basic templates for targeting interests, values, & goals • Goals must be calibrated to the student’s age and specific circumstances • PARTIALLY WRONG—intervention acceptance and outcomes for enhancing Black children’s hopefulness must take into account family and larger Black community concerns to be meaningful Chandler,

37. …Intervening • Adaptations cont’d. • Discourage goals that are too big, persons who are setting extreme change goals may in fact be low in hope • WRONG, WRONG, WRONG—accept Black children’s aspirations and expressions of future lives so that you may effectively uncover the true meaning behind their expressed grandiosity or “absurdly high goals,” to then help them create a roadmap to future security Chandler,

38. The best support to Black children’s hope is our belief in their abilities and possibilities—all they need is fuel to be added to their fire! Chandler,

39. Selected References • Asante, M.K. (1990). Kemet, afrocentricitiy, and knowledge. Trenton, NJ: Africa World Press, Inc. • Asante, M.K. (1998). The Afrocentric idea: Revised and expanded edition. Philadelphia, PA: Temple University Press. • Chandler, D. R. (2008). The underutilization of health services in the Black community: An examination of causes and effects. Journal of Black Studies, DOI:10.1177/0021934708320723, http://online.sagepub.com • Children’s Defense Fund (2007). America’s cradle to prison pipeline. Washington, DC: Children’s Defense Fund. • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass. • Snyder, C.R., Lopez, S.J., Shorey, H.S., Rand, K.L., & Feldman, D.B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18, 122-139. • Snyder, C.R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275. • Woodson, C.G. (1968). The African background outlined. NY: Negro Universities Press. (Original work published 1936). Chandler,