Baltimore Class Tests Theory Of Providing ‘Positive Role Model’ For Young Black Boys

Richard Boynton was initially confused when he noticed that some of the boys in his 3rd-grade class at Matthew Henson Elementary School had started sitting on top of tables, swinging their short legs in the air. Then he realized that he often sits that way while the boys are working. Mr. Boynton soon noticed other signs of mimicry among his students. Some would lean and walk the way he does. A few even used his words to lead the class in a line to the lunchroom.

During a break in the class, Mr. Boynton said, "Hopefully, I’m setting a good example for them." This unusual experiment aims to set a positive example for these young boys. All 27 children in this class are black, just like Mr. Boynton. The educators believed that these boys needed a positive male role model, like Mr. Boynton, to prevent them from facing the same fate as many young men in this West Baltimore neighborhood who end up unemployed, in jail, or dead.

"To learn how to do things in a way that men do," explained the school’s principal, Leah G. Hasty, "they have to learn it from a man." While the idea of segregating black males for special attention in school is controversial, it is not new. However, this idea has gained more attention recently as more urban school districts have been creating specialized schools or academies for black or Hispanic males.

The Milwaukee school board, for example, announced plans to open two full-time schools dedicated to the academic and social needs of black males and to teach them about their cultural heritage. Since then, similar plans have been announced in New York City, Detroit, and Minneapolis. While these programs are not exclusive to white or female students, they are expected to attract primarily minority and male enrollment.

Critics have raised concerns about the potential for increased racial segregation in schools, but proponents argue that the statistics on poor health, high unemployment, and low life expectancy among black men justify these efforts. Many black male students have not responded well to previous approaches, so trying something new is seen as worth the effort.

The all-male class at Matthew Henson Elementary School is driven by a similar frustration. However, unlike other places, there have been no complaints from community leaders. This experiment has been ongoing for over a year and a half. Its academic success is still uncertain, as the Baltimore district’s research office plans to evaluate the boys’ academic achievements in June. While Mr. Boynton continues to teach his class various subjects, educators across the country are observing this small-scale experiment.

“As the years went by, I noticed that the conditions were getting worse,” the principal recounted. “I would see more and more young, black males standing on the corner, seeming lost and without purpose.”

Recognizing that many of these boys had younger siblings in their school, the principal felt compelled to take action and provide a positive role model for them throughout the day. With over 33 years of experience in education, Ms. Hasty understood that boys often miss out on leadership opportunities in mixed-gender classrooms because girls tend to mature at a faster rate.

“In a mixed classroom, girls always seem to know when it’s time to clean the boards or water the flowers, while the boys are still waiting to be asked,” she explained.

With the approval of the Baltimore City school board, the principal handpicked students who had struggled academically in kindergarten and 1st grade for a separate class. Most of these children, like more than 65 percent of the 572 students at Matthew Henson, also qualified for the free-lunch program provided by the federal government due to their families’ low-income status.

Ms. Hasty noted that some of the students had tragically lost a parent to murder or drug overdose, while others had a parent in jail. Additionally, almost all of the boys were being raised by women, according to the principal.

At that time, Mr. Boynton had been teaching at Matthew Henson for about a year, and he willingly volunteered to take on this new class. Standing at 6 feet, 4 inches tall, Mr. Boynton is significantly taller than his young students. He personally understands the impact of growing up without a father in the house as he himself experienced it, being the son of a Merchant Marine seaman.

“I witnessed similar situations not just here, but in other places as well,” the 36-year-old teacher remarked. “I saw it when I was in the military, and I’ve seen it in other schools.”

To make up for the deficiencies in his students’ lives, Mr. Boynton spends additional time with them on Saturdays. Students who excel on a particular classroom assignment are rewarded with the opportunity to join their teacher for a weekend basketball game or a trip to Lexington Market, a nearby complex of eateries and food stands. More often, they visit the local public library, where the librarian has specially curated books appropriate for their reading level.

“We have achieved 100 percent library registration in this class,” Mr. Boynton proudly declared. As if to prove his point, two boys in the class were recently observed engaging in a lively argument over a library book.

Furthermore, Mr. Boynton frequently visits his students’ homes after school to discuss disciplinary issues with family members or to understand why a child has been falling asleep in class.

As a result of these efforts, Mr. Boynton has developed a close rapport with his students. He is well-acquainted with their strengths, weaknesses, and the challenges they face once the school day ends at 2:30 P.M.

“At times, I feel like I have 28 sons,” the teacher admitted. Pointing to a boy whose father has frequently been in and out of jail, Mr. Boynton said, “He has to act like an 18-year-old at home, but when he comes to class, I want him to act like an 8-year-old.”

This familiarity was evident during a recent cursive writing exercise in the classroom. Mr. Boynton moved around the room, dividing the boys into teams for a contest and offering individual coaching before the competition.

Giving one boy a pat on the back, he encouraged, “You can do it if you don’t become careless.” Pointing to another student, he said, “If you take your time and listen to what I say, you can succeed.”

However, beyond the games and weekend outings, Mr. Boynton mentioned that the classroom is no different from any other 3rd-grade classroom in the school. This sets it apart from other attempts across the country to give black boys an academic boost by separating them. In other cities, proposals for separate schools have typically focused on an "Afro-centric" curriculum that aims to teach black children more about their culture. Mr. Boynton emphasized that all the kids in his class are simply asking to be taught, disciplined, and loved. He also hopes to instill a sense of direction in their lives by constantly discussing respect, responsibility, and self-control. The students themselves expressed satisfaction with their single-sex classroom, as they feel that being around girls often brings them trouble, with teachers reprimanding them due to the actions of the girls. Quantez Garner, a talkative boy who proudly showcased his perfect spelling paper to a visitor, may be considered one of the success stories of the class. In 1st grade, he attended school only two to three days a week, but now he rarely misses a day and actively participates in classroom discussions. Initially, some family members of the boys had reservations about the classroom arrangement, fearing that their children were being placed in a special-education program or a class for slow learners. However, they were convinced otherwise by the boys’ enthusiasm for the class. Ms. Harris, a mother of one of the boys, believes that her son’s excitement stems from the teacher’s exceptional dedication rather than the exclusion of girls. It remains uncertain how long the boys and their teacher will remain together, or if this arrangement will become part of a formal effort by the Baltimore school system to intervene early in the lives of black male students. The principal of Matthew Henson Elementary School hopes to keep the group together for at least another year before transitioning them into a coed classroom. Another elementary school in the district introduced a similar class for 1st-grade boys in September, which initially included one white boy who later relocated due to unrelated reasons. While formal studies on the academic progress of Mr. Boynton’s students are still ongoing, educators at Matthew Henson have noticed some improvement in their schoolwork. By the end of the previous year, 20 out of the 22 boys in the class were performing at grade level in reading and mathematics. A formal evaluation by the district later this year will analyze attendance records, disciplinary issues, and test scores for the class. However, Mr. Boynton believes that the true test of the experiment will be evident in the years to come. If he encounters one of his former students in 10 years and they inform him that they are entering college or pursuing a career, then he will know that it was worth it. He admits to having genuine concerns for some of the students and their future prospects.