Session II - Teaching Black Children to Love Themselves

QUESTION FOR THIS SESSION
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Do you have a working definition for "self-esteem" and "resilience"? How is it applied to you? How is it applied to children under your influence? What special challenges do Black children and parents face in building strong self esteem and resilience? What special assets do we possess to be successful in this regard?

Homework Assignment for today: Setting Imani Goals for 2007 - what goals do you have for your individual and family development for this year? Bring your goals list and be prepared to share at least one with the group.


REVIEW
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• Essential discipline; including traditional (parental boundaries), racial (negotiate as a racial minority), emotional (resist negative peer pressure), practical (excel in school, career), spirit-mind-body (physical, mental, spiritual health)
• Maat as a foundation for our practices
  

HUSIA
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• Shared Husia passages that relate to this evening's class
• "Double the gifts your mother gave you and care for her as she cared of you..." (Book of Ani, XII); relates to call to be twice as good, and relationship & love for mother
  

DISCUSSION
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• Children need to know that these stereotypes exists; don't believe that children need to absorb these stereotypes
• Notion is similar to "black yuppies" who believe that race doesn't matter
• In the context of personal safety, must be aware of how to deal and contend with whites
• Must have a sense of when to be defensive and when to be offensive

CHAPTER 2
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• Review case of a young black child accused of smoking marijuana (when in fact his white friends were); the principle suspended him, and insisted he was guilty even after he successfully passed a urine test
• Discussed different styles among parents, such as authoritarian (strict obedience), authoritative (willing to explain the rules), and permissive (who's really in charge)

• Suggests that authoritative parents may establish better relationships in the future

LEFT EARLY - Can someone add their notes?