CCBC Gets Focused on Closing the Gap

The journey toward closing the achievement gap for African-American students received a boost on Aug. 20 as more than 300 people gathered at CCBC Dundalk to explore the achievement gap issue and to hear from experts in the field. Comprised of CCBC faculty, staff and other university and public school educators - participants seemed excited and interested in gaining insight into tackling this national problem.

Chancellor McPhail addressed the group at the onset of the symposium stating unequivocally that CCBC is committed to closing the gap. "In a Vanguard Learning College, there should be no gaps," said McPhail. "It's about doing something, being fully engaged and committed to making a difference," exclaimed McPhail before turning over the podium to the first speaker of the day, Dr. Sharon Fries-Britt, assistant professor from the University of Maryland College Park.

Impressed by the enthusiasm in the audience, Fries-Britt captured the crowd with a presentation laced with anecdotes as she explained how educators must "add on" to students and not stunt their abilities. She said, "In the process of looking at what they (students) can't do - we may miss out on what they can do. And, it's what they can do that leads them to do what they can't do." Fries-Britt discouraged educators from labeling students. "We stop their capacity to grow in the way we contain them."

In between the speeches, participants attended breakout sessions discussing everything from the perspective of African-American students to exploring the work of civil rights leader Robert Moses and the Algebra Project. "I found the breakout sessions to be very informative," said Shandrell Poole, CCBC Essex director of Human Relations. Poole attended breakout sessions on Racial Identity Development Theory and the African-American student perspective. She thought the session on Racial Identify Development Theory, which explored the implication of skin color in American culture "challenged us to look at our own identity in relation to the steps of the theory." Poole, who is African-American, said she was pleased that colleagues of all races seemed truly interested in finding ways to close the achievement gap. "It was refreshing to have the opportunity to engage in healthy dialogue with non-minority faculty and staff, who appeared to be genuinely interested in the success of our students."

The second speaker of the day, Etta Hollins, professor and chair of Teacher Education at the University of Southern California, gave the audience much to think about as she discussed how educators must culturally mediate instruction. "Culture is how we understand and respond to the world around us," Hollins said. "We teach from our own personal culture as if that's the way things are, which isn't necessarily the case." Hollins explained that educators may create a disconnect for students when they aren't familiar with the student's culture or life experiences, hindering a student's ability to connect with instruction.

Energy levels were still high as the symposium came to an end. Participants were armed with new information and a renewed focus for closing the gap. Donna McKusick, senior director Developmental Education/Activity Director of Title III, orchestrated the event and thought everything went well. "I was pleased with the turnout," said McKusick. "The speakers were excellent and everyone seemed to enjoy the breakout sessions. I'm excited about the work CCBC is doing regarding closing the gap."