State-Of-Black-Oregon-2015

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CASE STUDY 5AFRICAN AMERICAN RITES OFPASSAGE PROGRAM BUILDS PRIDEIN LANE COUNTYIt’s no secret that the Eugene/Springfieldarea has a sparse <strong>Black</strong> population. Thathasn’t stopped Greg Evans from running asuccessful rites of passage program. “Beingin the minority does not mean you’re weak,” hesays. “We have power that we don’t necessarilyuse because we’ve been conditioned to be seenas someone who is always in need of help. Iwant these students to be conditioned to havethe power not to be susceptible and subservientto other people.”Greg, a Eugene city councilor and the directorof African American Student Programs atLane Community College, started the AfricanAmerican Rites of Passage Summer Academy(AAROP) in 1996. The three-week program isheld at Lane and serves seventh- through 12th-44
graders, mostly from Lane County. AAROP’spresence in the local school districts lets it bothrecruit students during the school year andadvocate for them.Originally from Cleveland, Evans modeledAAROP on the Upward Bound and now-defunctTalented Tenth programs. A typical day inthe program consists of tai chi, history class,literature and music lessons and female andmale empowerment sessions. At the end of thethree weeks, the students hold a communityperformance called Capstone.Greg says that one of the program’s goals is tobuild social structure. He notes that for manyof the students, AAROP is the first time they’vehad a <strong>Black</strong> instructor and been in a class wherethey were the majority.Even though many of the students don’t knoweach other going into AAROP, they tend to buildrelationships within the first few days. AshleyCleary, who participated in the program forseven years and now serves as a peer mentor,says that she was reluctant initially. “I was shythe first day. By the third day, you have all yourfriends here. You’re not going to want to goback to sleeping in until noon and chilling on thecouch, watching TV, when you can be hangingout with friends and learning new stuff.”One reason these students embrace educationis that they have freedom within the structureof the program. This is most evident withCapstone. They get to choose their projectbased on what they’ve learned. In the past,they’ve incorporated poetry, dance, theaterand other forms of expression. Last year, theyproduced a film. Jordan Krush, an instructorwhose twins are in the program, says that her sonwas shy, but by the end of the session, he was notjust on screen, but also writing and producing.The success of AAROP all comes back to Greg’spersonality. “The message sounds like, ‘You can’tdo this.’ Your response is, ‘I will and I can.’ This ishow you create the next Oprah Winfrey, the nextfederal judge, the next top-notch lawyers, doctors,journeyman mechanics and plumbers.”45
Page 1 and 2: STATE OFBLACKOREGON2015
Page 5: FOREWORDThe State of Black Oregon 2
Page 8 and 9: ACKNOWLEDGMENTSWe gratefully acknow
Page 10 and 11: + CONTENTSIntroduction 10SECTION 1:
Page 12 and 13: Chapter 5 92 GROWING A WORKFORCEEss
Page 14 and 15: INTRODUCTIONSTATE OF BLACK OREGON 2
Page 17 and 18: SECTION 1CHILDREN& YOUTHCHAPTER 1 1
Page 19 and 20: ACTION VISIONThe best way to streng
Page 21 and 22: FAMILY-BASED CARE AND SUPPORTAll fa
Page 23 and 24: CRITICAL SUPPORT FOR BLACK MOTHERSP
Page 25 and 26: interface with these stressed syste
Page 28 and 29: CASE STUDY 2AFRICAN & AFRICAN AMERI
Page 30 and 31: HOUSING AND EDUCATIONAL IMPLICATION
Page 32 and 33: POLICY ACTIONSThe best way to stren
Page 34 and 35: CHAPTER 2PROTECT & EDUCATEFor Black
Page 36 and 37: ESSAY 3THE POWER OF IMAGEKali Thorn
Page 38: ESSAY 4REBUILDING STRONG SUPPORTSFO
Page 41 and 42: REROUTING THE SCHOOL-TO-PRISON PIPE
Page 43 and 44: “We have a powerful potential in
Page 46: CASE STUDY 4TRAILBLAZING A PATHWAY
Page 52 and 53: BLACK MALE ACHIEVEMENT IN MULTNOMAH
Page 54 and 55: POLICY ACTIONSEvery child should be
Page 56 and 57: CHAPTER 3PREPARE, SUPPORT & EMPLOYT
Page 58 and 59: ESSAY 6CREATING OPPORTUNITIES INSCH
Page 60 and 61: ESSAY 7PREPARING BLACK YOUTHFOR THE
Page 62: CASE STUDY 6MAKING EDUCATION AFFORD
Page 66: OREGON SNAPSHOT“DON’T FORGET AB
Page 69 and 70: De Marcus Preston, community non-vi
Page 71: “Where there isno vision, there i
Page 74 and 75: CHAPTER 4SECURITY AND WELL-BEINGEmp
Page 76 and 77: ESSAY 8AN ECONOMIC JUSTICEFOUNDATIO
Page 78 and 79: ESSAY 9HOLISTIC SOLUTIONS FORINCLUS
Page 80 and 81: BLACK IMMIGRANTS & REFUGEES,COMMUNI
Page 82: CASE STUDY 8BELINDA JILES IS CONNEC
Page 85 and 86: PEOPLE WITH DISABILITIESIn Oregon13
Page 87 and 88: point—you decide to acquiesce. Yo
Page 89 and 90: PERCENT OF POPULATION LIVING WITHIN
Page 91 and 92: data since the 1980s. The data are
Page 93 and 94: A coach in area high schools for si
Page 95 and 96: “We are caught in aninescapable n
Page 97 and 98:
ACTION VISIONAs the Oregon private
Page 99 and 100:
community-based and collaborative s
Page 101 and 102:
Kimberlin ButlerPresident, Urban Le
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Building to offer real apprenticesh
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101
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103
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Labor Commissioner Brad Avakian say
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107
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Work-Ready Communities, we must fir
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111
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ACTION VISIONStrengthening financia
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Stephen Green at theOregon Public H
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INTERGENERATIONAL CHANGES, INTERGEN
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UPWARD MOBILITY43%of Americans born
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participants in a White supremacist
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Kayin and Cleo Davis of SoapboxTheo
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this also limited his productivity.
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Much of the town’s economy depend
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“What the peoplewant is very simp
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SECTION 3COMMUNITYCHAPTER 7 132PROT
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ACTION VISIONUrban renewal, law enf
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Dr. Lisa K. Bates at the work siteo
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A BLACK-CENTEREDAPPROACHTO PLANNING
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JUVENILE JUSTICEIn Oregon, Black yo
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TAKING ACTION FOR BLACK IMMIGRANT &
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3. Appropriate discipline, includin
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145
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There are also tensions left over f
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Gwendolyn does, however, see potent
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151
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she was 6 years old, and her father
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• Adopting of the HUD mandate toA
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157
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ELECTORAL POLITICS• Elect decisio
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ehind educationally and being expel
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OVERCOMING BARRIERS TO CIVIC ENGAGE
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encouraging other news outlets to a
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DIRECT SERVICEDEFINITION: This appr
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APPENDICES171
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APPENDIX AREPORT FRAMING, POLICY AC
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10. Oregon’s school-to-prison pip
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CHAPTER 61. United States Census Bu
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DemographicsOregon Profile Black #
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Median Household Income (change ove
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Arrests and Incarceration Black Whi
Page 189 and 190:
School Profile Black White Of Color
Page 191 and 192:
Foster Care and Adoption Black Whit
Page 193 and 194:
Health Outcomes Black White SourceC
Page 195 and 196:
APPENDIX DBLACK OLDER ADULTS FOCUS
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APPENDIX FMETHODOLOGY AND LIMITATIO
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Published byURBAN LEAGUEOF PORTLAND
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