• Episode 2: Breaking Down Barriers: The History and Education of Gang Involvement and Educational Disparities

  • May 31 2024
  • Duración: 43 m
  • Podcast

Episode 2: Breaking Down Barriers: The History and Education of Gang Involvement and Educational Disparities Por arte de portada

Episode 2: Breaking Down Barriers: The History and Education of Gang Involvement and Educational Disparities

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  • Welcome to the Dr. Homeboy Podcast, hosted by Marco Antonio Romero, also known as Dr. Homeboy. In this episode, we delve into the history and education surrounding gang involvement, with a focus on low-income Mexican American communities. This episode, titled "History and Education" or "Clecha," provides educational and historical content to offer hope and alternative paths for the youth. Dr. Homeboy discusses the systemic educational disparities that contribute to gang involvement, tracing back to the inception of the United States. The episode covers the historical background of these disparities, the impact of gangs on communities, and the theories that inform Dr. Homeboy's work. These theories, including humanistic theory, critical race theory, and the cognitive theory of multimedia learning, have practical implications that can be applied to real-life situations. Listeners will gain insight into the complexities of educational inequalities, the formation and influence of gangs, and the importance of addressing these issues holistically. Tune in to learn more about the power of education, the systemic challenges marginalized communities face, and how we can work towards a brighter future. Remember to like, comment, and subscribe to the Dr. Homeboy Podcast for more educational content and to share your thoughts and stories. Your active participation is encouraged and valued. Join us for the next episode as Dr. Homeboy shares his personal journey and positionality statement. Annotated Outline Episode Introduction The episode begins with an engaging music interlude and sound effects that capture the listener’s attention and set the ambiance for the podcast.Greet and introduce the podcast's title and host's name.Provide disclosure.Talking Point 1 Introduce the title of the episode and what will be covered.Call to action: Audience engagement.The issue at hand is gang involvement, and we will explore it in more depth.The historical background of educational disparities.The History of gangs and their impact on our youth/youngsters and our communities.This is a detailed description of the theories previously described in episode one, which are Humanistic Theory, Critical Race Theory (CRT), and the cognitive theory of multimedia learning.Talking Point 2 Provide a history of educational disparities.Talking Point 3 History of gangs and their impact on this population, their community, our country, and the world.Talking Point 4 Define, describe, and cover the history of the theories that this podcast is grounded on.Humanistic theory.Critical race theory (CRT).The cognitive theory of multimedia learning.Talking Point 5 Recap of the episode and key takeaways.Call to action.Talking Point 6 Final words.Exit the episode with an engaging music interlude and sound effects that capture the listener’s attention and exit the podcast, leaving them wanting to tune back in next time.References Acevedo-Polakovich, I. D., Boress, K. S., Grzybowski, M. M., Richards, A. E., Bell, K. M., Crider, E. A., Beck, K. L., Ojeda, L., Bustos, T. E., Alfaro, M., Stout, S., Barnett, M. L., Kassab, V. A., & Suchita R. Saxena, S. R. (2018). Fatherhood among gang-involved U.S. Latino youth: Qualitative inquiry into key stakeholders’ perspectives. Journal of Latinx Psychology. 7(2), 137–153. https://doi.org/10.1037/lat0000111 Bhatti, S., & Merritt, K. L. (2022a). Classism. Boston University. https://www.bu.edu/antiracism-center/files/2022/06/Classism.pdf Blatchford, C. (2008). The black hand: The bloody rise and redemption of "Boxer" Enriquez, a Mexican mob killer. New York: Morrow. Brantingham, P. J., Tita, G. E., & Mohler, G. (2021). Gang-related crime in Los Angeles remained stable following COVID-19 social distancing orders. Criminology & public policy, 20(3), 423–436. https://doi.org/10.1111/1745-9133.12541 Bruno, R. A. (1992). Who built America? Transformations: The Journal of Inclusive Scholarship and Pedagogy, 3(1), 43–46. http://www.jstor.org/stable/43507026 CA. (n.d.). Fourteenth Amendment. Constitution Annotated. https://constitution.congress.gov/browse/amendment-14/ Casey, L. (2018, April 5). The gangs of L.A. Medium. https://medium.com/@laurencasey/the-gangs-of-l-a-d937bc26d1a1 Ceballo, R., Maurizi, L. K., Suarez, G. A., & Aretakis, M. T. (2014). Gift and sacrifice: Parental involvement in Latino adolescents’ education. Cultural Diversity and Ethnic Minority Psychology, 20(1), 116–127. https://doi.org/10.1037/a0033472 CDOE. (2022, June 9). Education budget. California Department of Education. https://www.cde.ca.gov/fg/fr/eb/cefedbudget.asp Cruz, C. A. (2016). Letting go of clecha, while holding corazón; Developing a new approach to empowering youth in gangs the homeboy industries way (Order No. 28478184). Available from ProQuest Dissertations & Theses Global. (2512268550). https://ezproxy.simmons.edu/login?url=https://www.proquest.com/dissertations-theses/...
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