Category Archives: In the News

Part One: Co-opting a good idea

Review of  “What if the Secret to Success Is Failure?” a  9/14/11 New York Times article by Paul Tough

The author of this article mentions, often with little or no insight or analysis, some of the most critical issues in education today including the nature and nurturing of character development (the basis of violence prevention), competition and collaboration, and intrinsic and extrinsic motivation, including reward systems and report cards.

To summarize the “plot” of the article, the author explored the efforts of two atypical New York City schools – the private and prestigious Riverdale Country School for the affluent, and the free KIPP charter school with enrollment open to all NYC students (by lottery). Both focus on preparing students for college and turning out people who are successful in life. Not liking the results they were seeing, they each identified the need to look more closely at character development, and ways to teach those essential character traits typical of a high functioning, autonomous adult.

Using Martin Seligman’s work on positive psychology and his 800-page book (tome) on character strengths and virtues, the headmaster and superintendent of the respective schools looked at the practical benefits of teaching both:

  •  “Moral character” – high quality values such as  honesty, integrity, compassion, and fairness, and
  •  “Performance character,” –  high quality behavior such as persistence, team work, self-control, and something researcher Angela Duckworth calls “grit.”

The Good Idea:

The KIPP School ultimately chose the seven of  Duckworth’s 24 identified character strengths that were the most predictive of  “life satisfaction and high achievement.”

  • zest
  • grit
  • self-control
  • social intelligence
  • gratitude
  • optimism
  • curiosity

While life satisfaction and high achievement are not synonymous with living a life of high moral character, the list is useful, especially if social intelligence encompasses positive moral traits and pro-social beliefs and skills.

KIPP then took these seven strengths and converted them into 24 statements, such as the student:

  • Is eager to explore new things.
  • Believes that effort will improve his or her future.
  • Allows others to speak without interruption.
  • Remains calm even when criticized or otherwise provoked.

The intent was to use these statements as goals for behavior, and to gauge a child’s progress toward high moral and behavioral character. As we read over the list, they sound like the qualities we’d like to see in everyone.

But then they took a wrong turn.

To be continued…

McInerney Murder Trial #2

The Ventura County District Attorney’s Office has decided to retry Brandon McInerney for the 2008 murder of his classmate, Larry King.  Both Larry and Brandon were middle school students at the time of the incident.

The jury in the nine-week trial that ended in September 2011 could not come to an agreement about Brandon McInerney’s guilt. While there was no question that Brandon brought a gun to school and then carried out his plan to shoot Larry King, the jurors had a difficult time convicting him of  the first degree murder charge – with a special circumstance of lying in wait and a hate crime enhancement – and accepting the mandatory 50-year minimum sentence the charges carried.*

The District Attorney is again applying the lying in wait charge, which means Brandon will be tried as an adult in his second trial this November. His attorney and family, a few jurors from his first trial, and some community members are pressing for a charge of voluntary manslaughter, a charge which would allow him to be tried in juvenile court with the possibility of getting out of prison in 14 years.

Many factors complicate what would seem like a straightforward case: Larry King was openly gay and may have shown Brandon unwanted attention; Brandon expressed a dislike for gays and had an interest in White supremacy; the school administrators knew of and failed to act to prevent further escalation of the tension between the two boys; and the question of whether a cold-blooded, premeditated murder committed by a 14-year-old is the act of an adult or of a child.

With some compromising between the District Attorney’s Office and the McInerney’s, a plea deal may be reached making a second trial unnecessary. But regardless of what happens, each of us still has to address the issues of discrimination, bullying, and harassment in our schools, and implement thoughtful, yet definitive, violence prevention and early intervention strategies and policies.

*For background on the case and perspectives on the first trial, check out my earlier posts.

Slam books and Social media

Violence: intentional physical force, emotional torment, and abuse of power, whose purpose is to intimidate, dominate, or inflict pain on another person.

Old Media – Slam books

A slam book is sheets of loose leaf paper stapled together with a construction paper cover. The name of a student is written at the top of each sheet.  I was first exposed to slam books in sixth grade. I didn’t know who made it – the homemade book  just showed up one day surrounded by an air of  secrecy.  I watched as it was quietly passed around, each girl who wanted to participate anonymously writing whatever she wanted about the different girls. You can imagine some of the adjectives used and the hurt feelings and damaged relationships they caused. My teacher got wind of it and confiscated the book. He warned that slam books were outlawed in our school and that this was the last he wanted to see of it. I give the teachers and administrators of my elementary school a lot of credit for taking such a tough stand against this form of social violence. Even back then they realized how mean and destructive a slam book was.

New Media – Facebook, cell phones, Twitter, IM and text messages

Unlike the slam books of my childhood, digital social media was not created for the purpose of hurting others. But electronic media have become a widespread outlet for meanness and cruelty. Young people are using the Internet to embarrass, demean, stalk, spread rumors, and bully others. The statistics are convincing, the language shocking, and the pressure to take part in digital abuse sizable. And absent clear guidelines for acceptable online behavior and clear avenues to get help, many young people become perpetrators and victims of this violent, bullying behavior.

AP and MTV partnered to conduct an online Digital Abuse Study between August 18 and 31, 2011. Findings were based on interviews with 1,355 young people between the ages of 14 and 24. The study found that 76% of 14-24 year-olds feel that digital abuse is a serious problem for people their age.

The types of online abuse they experience include:

  • Sexting of nude photos and sexually explicit messages
  • Digital dating abuse where one partner uses electronic media to exercise control over the other
  • Spreading rumors and intentional untruths
  • Forwarding messages intended as private
  • Discrimination and hurtful slurs directed toward peers especially those who are overweight, LGBT, African-American, women, Muslim, and immigrants. (Visit the study for the words commonly used online.)

Noteworthy Findings:

  • 71% of respondents said people are more likely to use slurs online or in text messages than in person.
  • A majority of the study participants exposed to digital abuse found it deeply unsettling.
  • Those who have sexted are four times as likely to have considered suicide than those who have not sexted (20% vs. 5%).

Desensitization

The most disconcerting aspect of this phenomenon is the attitude held by 46% of those surveyed that it is okay to use discriminatory language if you make it clear you are just kidding, and the attitude held by 54% that it is okay to use such language with friends because they know that you don’t mean it. Thinking name calling, teasing, and demeaning others is okay because it’s supposedly done in fun is one of the most prevalent and wrong-headed justifications young people have for intentionally hurting one another. They are assaults against your vulnerabilities intended to throw you off balance and diminish your sense of personal power.

The Good News

But there is also some good news. Projects like MTV’s “A Thin Line” campaign and schools’ cyber-bullying prevention efforts that empower young people and stop the spread of digital abuse seem to be having an impact. Sexting to strangers is down, awareness of the ramifications of online indiscretions has increased, 51% of those who saw someone being mean online would intervene (up from 47% in 2009), and young people are using a variety of strategies to stop cyber-bullying, including going to adults for help.

 

Time to add another “protected class”?

Lady Gaga wants to speak with the President about students’ civil rights.

One week ago today, Jamey Rodemeyer, 14, committed suicide. Jamey was harassed in school and through social media for being gay. In one online video he tells us, “They’d taunt me in the hallways, and I thought I’d never escape it.” For strength Jamey embraced the message of Lady Gaga’s song,  “Born this Way. ” It became his personal anthem and she became his idol. His death hit her hard and she’s now calling for a movement to make gay bullying a crime.

Do we really need a new law?

Legislation seems to be the only way to curtail – we never completely stop – discrimination and acts of hate. For schools, federal civil rights laws already prohibit discrimination and harassment against certain groups in programs or activities that receive funds from the US Department of Education. The law makes discrimination based on race, color, and national origin, sex, disability, and age against the law in every state, in every educational institution.

These groups are members of a protected class of Americans. It’s clear who is missing from this list. Lesbian, gay, bi-sexual, and transgender (LGBT) students, 90% of whom report being bullied in school, have not yet been identified as needing legal protection. Yet research continues to confirm that gay-bashing of students is a widespread and common occurence.

What have we done so far? 

In October 2010, Congress passed the Matthew Shepard & James Byrd Jr. Hate Crimes Prevention Act. This expanded the 1964 Hate Crimes Act to include crimes motivated by sexual orientation, gender, and gender identity.

But is bullying in our schools a crime? Not unless it escalates into physical violence and threats of bodily harm that break the law. This leaves schools free to treat  acts such as taunting, name-calling, rumor spreading, stalking, and cyber-bullying, which lie toward the middle of the violence continuum, however they see fit.

Publicity about suicides has increased our understanding that school staff are responsible for keeping the climate of their schools free from hostility and harassment. Schools are now advised, and in some cases required by state law, to treat such incidents seriously and to respond quickly and definitively.

But as history teaches us, without the authority of a federal law that identifies those who are LGBT as a protected class, the way students are treated will be hit or miss, helpful or harmful, and too often left to cause emotional and psychological damage.

If Lady Gaga and the rest of us continue to bring attention to the issue, we might just pass a new civil rights law that protects gay students.