African-Americans Resources

Gaston, J.C. (1986, June). The destruction of the young black male: The impact of popular culture and organized sport. Journal of Black Studies, 369-384.

OVERVIEW

John Gaston uses a variety of literary genre and statistical data to show that today’s black athletes are unwittingly being exploited by a society that cares solely for spectator recreation and little for the individual who, at the end of one’s playing career, is left to fend for oneself.

Hey look teach,...I appreciate your concern, but don’t worry about me.

My future is bright...as you can see

Cause the NBA is waiting for me.

The only words in my prayers are these...

‘LORD PLEASE DON’T LET NOTHING HAPPEN TO MY KNEES.’

What do you mean what am I going to do IF I don’t make it?

Hey teach, I GOTTA MAKE IT to the NBA!...

Cause, PLAYING BASKETBALL IS ALL I KNOW HOW TO DO.
—(Excerpt Gaston, 1983.)

FINDINGS

According to the article, "The failure of the Black man has a direct impact on his relationship with the Black woman. The extent to which the Black male and female are able to establish and maintain a strong dyadic relationship will have direct influence on the future of the Black family. Destruction of the black male also means destruction of the Black family."

It is the Black community that must demand that educational institutions provide Black athletes a quality education. The argument, posed by college coaches and administrators across the country, that even if a Black athlete does not graduate he will be better off for having been able to attend college is not justification for exploitation. Talented Black youth need all of the support, wisdom, and guidance the Black community can give them. They are the future of the Black community. Their perception of reality, the needs of the Black community, and the impact of the direction of their lives on the Black family cannot be overemphasized. They must be taught their past and the needs of the future. (Gaston, 1986)

CONCLUSION

For black parents, Gaston clearly makes his point. Black male athletes must be educated to understand the full realities of racism and oppression, particularly that of the exploitation of professional and collegiate athletics. For whites, the meaning is more subtle. It is easy to fall prey to racist stereotypes by observing the large number of black athletes in collegiate and professional sports.

Whites also need to understand that our culture has exploited black athletes. The only way to counteract this is to actively shatter the stereotypes that have prevented blacks from rising to positions of leadership in athletics as well as other career pursuits.

IMPLICATIONS

1. Racism is perhaps most insidious in its subtler forms because it is so difficult to combat. How can taking a youngster and giving him a new car and a college education be thought of as racist? Yet, if this is based solely on a youngster’s athletic ability, and once the individual has outlived usefulness is discarded, it is a disservice.
2. Television revenues have turned major college athletics into a business from which millions of dollars are won and lost. The pressure to win and get these large dollars results in, a "get-the-best-athletes-(often black)-give-them-what-they-want-and-get-rid-of-them-if-they-don’t-produce" attitude. To combat the often unattainable dream of professional athletics, educators at all levels should continue to work to make a quality education relevant and important for all athletes.
3. One of the great scandals of the Christian church is racism. The church of a fairly recent American president would not allow black membership until he and others pressured the church to change.
4. Youth leaders bear crucial responsibilities, because prejudice is a learned phenomenon demanding combat as early as possible. Programs addressing racism and its effects are vital. An effective method for this is to explore the exploitation of black athletes. Discuss the lives of several prominent black athletes, like Dave Stahlworth of the New York Knicks, who rose to the "top" and fell back to the "bottom." Another idea is to read Gaston’s poem, "I’m going to the NBA," examine its racist implications, and develop ways to combat this in one’s own racial attitudes.

Kinnon-Bennett, J. (2000, April). Is Skin Color Still an Issue in Black America

Turner, G.T. (1989). Take a Walk in Their Shoes

. New York: Puffin Books.

OVERVIEW

(Download Take a Walk in Their Shoes overview as a PDF)

The history of black America has yet to be fully revealed. Glennette Turner revives the lives and works of legendary black men, women, and children. She speaks to readers’ emotions, and she attempts to inspire all ethnicities. This remembrance and tribute emerges in biographical form. Its parts are to be told in the rich tradition of storytelling that compliments the intellect of black Americans, and in dramatic form. The following pieces celebrate our past:

Martin Luther King, Jr. As a boy, Martin and his father were asked to browse only in the back of a shoe store. He realized then, that he was not truly free. As a winner of the Nobel Peace Prize, he had devoted his life to helping end discrimination. The play that follows his biography encourages young people to learn more about the places where he gave speeches and the path that made him our hero. Rosa Parks. Rosa’s family was surprised to see her play such a pivotal role in the fight for black equality. When required by the "Jim Crow" laws to give up her seat on a bus, she refused. Her refusal was just the spark that the civil rights movement needed. The city of Montgomery, Alabama joined her in boycott of those buses and eventually in victory. The play that follows her biography takes youths through her triumphant stand. Arthur A. Schomburg. The quest that Arthur took provided much of our documentation on black role models and pioneers. Noticing a lack of black inventors, artists, and preachers, he set out to compile cases of intrigue, talent, and valor. His work was a success: he found great contributors worldwide. The play that follows his biography envisions students researching his life and ambitions at the Cullen Library. Leontyne Price. Leontyne Price was an opera star, at the Metropolitan Opera House. As a young girl, she began singing in her Missisippi church. Most importantly, with her stardom, she used her powerful talent to speak for the civil rights cause. The play that follows her biography explores the thoughts and visions of the many who were amazed by her when she was very young. Charles White. As a famous painter, Charles portrayed the vast depth of black people in their struggle for freedom. The play that follows his biography shows how his talents may have developed from the artwork displayed on his mother’s window shades, to his works that we revere today. Garrett A. Morgan. We can certainly appreciate Mr. Morgan for his numerous inventions. Thanks to his problem solving, we now have such luxuries as the gas mask. He is also responsible for the basis of our modern stop lights. The play that follows his biography—a monologue of a radio interview—highlights his struggle, as a black man, for acceptance as an inventor. Daniel "Chappie" James. Chappie was our first black four-star general and is commemorated for his 179 combat missions in the Korean and Vietnam wars. In a crucial time for blacks striving to gain status in the military, he was a trailblazer. The play that follows his biography is of an imaginary reunion of several black military pilots who were trained at the Tuskagee Institute. Charles Drew. This star athlete also brings pride to the field of science. He was awarded the Spingarn Medal of the National Association for the Advancement of Colored People in 1944 for his work in creating the "Blood Bank." The play that follows his biography travels through dialogue educating a new student at the Drew School about this important man, through paintings displayed throughout the school.  

• Frederick Douglass. Frederick was a slave who was taught to read by his master’s wife. He later took on several antislavery campaigns through the mediums of The North Star newspaper, several noted speeches, his position as the Minister of Haiti, and a defender of the women’s right to vote—at the Seneca Falls meetings. The play that follows his biography is a vivid depiction of him and his wife assisting Harriet Tubman in her efforts in the "Underground Railroad."

Other individuals are studied and celebrated, including Ida B. Wells, Oscar Micheaux, Mary McLeod Bethune, Leroy "Satchel" Paige, and Maggie Lena Walker.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. How many black historians, freedom fighters, church leaders, and talented artists can you name well enough to pass on to your children?
2. If black history is something that you or your youth lack appreciation for, or the knowledge of, where can you go for more information and resources?
3. Are there ways that you and your youth group can further celebrate outstanding black citizens in your community?
4. Are there different ethnic groups that would help your program for you to become familiar with?
5.  

1. Is there someone who has trouble understanding you or your youth, or who you could help to learn more about you? Could they walk in your shoes?

IMPLICATIONS

• Black role models are strong and great resources for our youth.

• Many history books have left out significant stories of black culture and achievements.

• Creative drama and thematic teaching can enhance classrooms.

• More research must be done and more credit must be given to black leaders in missionary works, as well.

• Many have suffered for the freedoms that we take for granted.

1. History is comprised not only of stories that we wish to remember, but of stories that we may wish to forget.

Melissa Loewe cCYS