Minority Education… doesn’t start with Government !!

October 18, 2011

“Nurturing the will to succeed,” and “neutering the passion for success” may sound similar but are diametrically opposite phrases. There is no doubt however that parents are the proximate dispensers of the guiding philosophies which propel their offspring to thrive in adverse environments. Parents are the “first-responders” to the call for a better educated minority, and it’s a message that can’t be emphasized enough.

Young children know they are different from an early age. They develop survival techniques, and are “quiet” at the right times, not challenging adult thinking, and can easily adopt a “being led syndrome” versus developing patterns of critical logic and analysis. This is what a well-timed slap can do; shut the door to a burgeoning spring of intellectual curiosity, and defer the development of positive communication techniques. Loud shouting, (not subtly masking the impatience of a silverback), while instilling a conveniently quick conditioned response, simply reinforces the need for children to adequately spend relatively enormous amounts of time, and resources in dealing with an environment better suited to the Pre-Emancipation eras.

Smoking, drinking, and using drugs are diversions, not responsibilities. Setting an example of tolerance, discipline, and commitment on the part of both parents may go a long way in instilling similar values in one’s offspring. Seeing the benefits in other adult couples and making the associative “value-goal attainment” link serves to support the quiet environment necessary for the child to assimilate, develop, hope, dream, and be inspired. These are critical components in developing a framework where intellectual curiosity, and creativity building feedback are both encouraged, and rewarded.

Difficulties during infancy.[1] Depression and withdrawal symptoms were common among children as young as 3 who experienced emotional, physical, or environmental neglect. (Dubowitz, Papas, Black, & Starr, 2002).

Cognitive difficulties. NSCAW found that children placed in out-of-home care due to abuse or neglect tended to score lower than the general population on measures of cognitive capacity, language development, and academic achievement (U.S. Department of Health and Human Services, 2003). A 1999 LONGSCAN study also found a relationship between substantiated child maltreatment and poor academic performance and classroom functioning for school-age children (Zolotor, Kotch, Dufort, Winsor, & Catellier, 1999).