The Issues and Assets of African Youth on Staten Island's North Shore:

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Fourteen percent <strong>of</strong> survey respondents said they haveconsidered dropping out <strong>of</strong> school but don‟t think [they]would do it, while one respondent reported that he or she isthinking about dropping out.“I have two sons that came to America on a[Diversity Visa] <strong>and</strong> all was well until theywere introduced to the school system.Everything started going wrong, the boyswere failing in their school work, cominghome late, <strong>and</strong> at one point they refused togo to school. This was due to the fact thatthey could not underst<strong>and</strong> the lessons, theteacher called them names, <strong>and</strong> otherstudents bullied them <strong>and</strong> so on”. 51Figure 20Why do most youth drop out <strong>of</strong> school?Number selecting yes (out <strong>of</strong> 107 who answered the question)71BadInfluences42 41 38Not Want tointerested in make moneyschoolworkNot enoughsupport athome26Not enoughsupport atschool12Other“Remember, when you put a 5th gradestudent in the 9th grade you do not expectmuch out <strong>of</strong> him. But the kids do not see itthat way… If you were to ask that kid to reada 9th grade book he may not be able to doso. And if he does it, he might not do it thesame as a regular ninth grader… Other kidsin the class [start] to laugh at him, callinghim names. <strong>The</strong> next thing you know the kiddoes not want to go to school any more. Hemay leave his parents‟ home in the morningwith the pretense that he is going to schoolbut he doesn't. He hangs on the streetswith friends… <strong>and</strong> comes home as if hecame from school. It wouldn't be long beforethis kid starts selling <strong>and</strong> doing drugs. Bythe time you as a parent realize what he isdoing, it may be too late. He may havejoined the Gang. How do you try to help yourChild with these problems?” 52Asset: Education supportsThough there are too few, some services are available forstudents whose education has been interrupted. <strong>The</strong>Students with Interrupted Formal Education, or SIFE,program is funded by the New York City Department <strong>of</strong>Education to help students acclimate <strong>and</strong> catch up to theirpeers. In 2008, IS 49 Bertha A. Dreyfus (middle school) isthe only Staten Isl<strong>and</strong> school with this program. 53Recognizing the need for improved relations with the <strong>African</strong>community, many teachers, principals, <strong>and</strong> other schoolpersonnel have taken the initiative to get involved withcommunity organizations <strong>and</strong> collaborative initiatives. Thishas improved the capacity <strong>of</strong> local schools to educate<strong>African</strong> youth <strong>and</strong> opened lines <strong>of</strong> communication to parents<strong>and</strong> community advocates.51 Parent focus group, October 8, 2008.52 Parent interview, October 9, 2008.53 New York City Department <strong>of</strong> Education, Summary <strong>of</strong> School Allocation,Memor<strong>and</strong>um No. 65, FY08.28
Issue: Few opportunities for constructive activitiesduring out <strong>of</strong> school timeBeyond school youth have little access to resources <strong>and</strong>opportunities for structured, productive, asset-buildingactivities.Most youth are limited to their immediate community to findopportunities as the <strong>African</strong> community is relatively isolated<strong>and</strong> <strong>African</strong> parents (especially those living in Park Hill) <strong>of</strong>tendo not like or feel comfortable traveling far. Few parents c<strong>and</strong>rive their children to <strong>and</strong> from activities. Many youth rely onpublic buses (which they may not be able to afford regularly)or walking (which is not always safe).Neither parents nor youth are well informed <strong>of</strong> whatprograms <strong>and</strong> opportunities are available. Many indicatedthere is nothing for teens to do afterschool for recreation orjob-training, homework help, SAT or other exam preparation.Some youth also indicated they do not underst<strong>and</strong> how toaccess higher education, especially without a high gradepoint average <strong>and</strong>/or ability to pay.<strong>The</strong>re are relatively few youth programs. <strong>The</strong> Figure 22compares the services <strong>and</strong> programs available <strong>and</strong> thedesire youth surveyed expressed for different types <strong>of</strong>programs.Several organizations <strong>of</strong>fer similar services, <strong>and</strong> many aretrying to do so on very small budgets. <strong>The</strong> most widelyavailable services fall under counseling/discussion,information & referral provision, academic support, <strong>and</strong>visual arts. Though five organizations‟ responded they <strong>of</strong>fervocational skills training four <strong>of</strong> the five responses were“cooking/home economics” <strong>and</strong> one was medical billing.Clear gaps exist to meet dem<strong>and</strong> for sports, vocational skilldevelopment, <strong>and</strong> money management. In addition, feworganizations have licensed teachers as tutors or homeworkhelpers, <strong>and</strong> many <strong>of</strong> the counseling services provided areinformal (not provided by a licensed social worker). Severalorganizations indicated that they would hire qualifiedteachers <strong>and</strong> social workers if they had the budget to do so.Furthermore, 43 percent <strong>of</strong> responding organizations saidstaff or volunteers normally provide information or serviceson reproductive health topics (such as HIV/AIDS, STIs,family planning/contraception, <strong>and</strong> pregnancy). Seventy-ninepercent said they provide information or services regardingphysical health (such as health <strong>and</strong> safety, drugs <strong>and</strong>alcohol, exercise <strong>and</strong> nutrition, <strong>and</strong> physical education).Eighty percent said they provide information or services onparent/child communication.<strong>Youth</strong> Programs in the North Shore<strong>The</strong> assessment identified 25 community-based organizations (notincluding schools) with youth services in the North Shoreneighborhoods <strong>of</strong> Park Hill, Stapleton, Clifton, <strong>and</strong> St. George. Fiveprograms operate in Park Hill, including: <strong>African</strong> Refuge: drop in center, occasional after school program(target 30 youth) Catch a Falling Star: after school program (maximum 20 youth) Police Athletic League PlayStreets Program: Summer only (opento all) Roza Promotion: computer center (capacity <strong>of</strong> approximately 25youth per day) Staten Isl<strong>and</strong> YMCA Counseling Service (various programs)29
Page 11 and 12: have, and designin
Page 13 and 14: Figure 3:The North
Page 15 and 16: Findings: Issues <
Page 17 and 18: Issue: Lack of mon
Page 19 and 20: Youth and<
Page 21 and 22: Issue: Living in unsafe conditions<
Page 23 and 24: Asset: Visions for a more empowerin
Page 25 and 26: Asset: Strength of
Page 27 and 28: Figure 17: Peer pressure problem tr
Page 29 and 30: after school. When asked about his
Page 31: Culture of communa
Page 35 and 36: Finally, access of
Page 37 and 38: ConclusionThis assessment was explo
Page 39 and 40: Next Steps and Rec
Page 41 and 42: AppendixList of Or

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