HAWK INSTITUTE
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Mission Statement
The mission of The HAWK Institute is to ensure that young African American men and women master the knowledge, skills, and competencies to be successful in an increasingly global and multicultural world.
About This Cause
Educational Disparities: African American students in Sacramento often face educational disparities, including lower high school graduation rates and limited access to advanced courses. According to a recent report, “Capital of Suspension II” (Black Minds Project, Dr. Luke Wood, June 21,2020), “Black males are 5 times more likely to be suspended in SCUSD than the statewide average, and black males in early childhood are 10.4 times more likely to be suspended than the statewide average for their same grade peers. Over one third of all Black male foster youth were suspended in SCUSD in 2018-2019”. Since the pandemic they are more likely to be several grade levels behind their peers and they are often suspended from school for longer periods of time, and twice as likely to be expelled more than other students, thus making them more susceptible to gang influence, incarceration, diminished career opportunities, and in achievement has grown exponentially. Despite their best efforts, schools in and of themselves are ill-equipped to address the cultural, economic, and emotional needs of black youth. In 2020, the graduation rate for African American students in Sacramento City Unified School District was below the state average. These statistics have not improved since this time. Goals •To train a cadre of courageous leaders committed to their own personal success and overcoming the barriers of inequality which have contributed to the systematic under-education of Black young men. •To build collaborations with public school teachers and leaders, parents, community leaders, and policymakers to create community cultures that set high expectations for Black males and other groups of low-achieving students and that provide continuous support and motivation for Black males to become actively engaged in designing and implementing strategies to accelerate their personal, academic, and economic achievement. •To work directly with Black young men to enhance their readiness to benefit from teaching and learning opportunities by familiarizing them with their cultural legacy of leadership and achievement, encouraging them to adopt habits and practices that generate positive perceptions by others, and that engage them in deciding how various educational content can be applied as a means of creating the life and career achievements they desire for themselves. •To advocate for teaching and learning strategies that have demonstrated positive correlation with achievement of Black males and students from low-income families. Program Summary: The HAWK Institute provides a three-tiered platform: in-school (Learning Community) and after-school program (Career Advancement Academy), and a Summer Bridge Transition. All platforms are designed to enhance learning through, critical thinking/conflict resolution, cultural enrichment, and academic support. •The weekly in-school Learning Community program target high-risk African American males attending schools with low graduation and college-going rates. The majority of these school are either continuation high schools or schools that have a low success rate with African American youth. •We operate three concurrent Career Advancement Academies that serve an additional 125 youth twice a month. Our Workforce Preparation Academy helps youth explore various career pathways based on their skills and talent. Our second Career Advancement Academy focuses on preparing youth for careers in the health and medical professions. The third academy focuses on preparing youth for digital careers, filmmaking, graphic arts and entrepreneurship. The Summer Bridge program is designed to facilitate the transition of students moving from middle school to high school by linking them with resources early in their school experience to ensure their success. Additionally, the two-week, five days a week program will assist continuing students academic support to make up unit credits, provide employment assistance and college and career jump start. Program Features: •Positive Role Models: Mentors can serve as positive role models for students, offering guidance and support to help them make better choices and avoid involvement in violence. •Building Trust: Through consistent interaction, mentors can build trust with students, making it easier for them to share their concerns and seek help when facing issues related to violence. •Conflict Resolution: Mentors can teach conflict resolution skills, helping students resolve disputes without resorting to violence. •Academic Support: Mentors can provide academic assistance, increasing the likelihood of students staying engaged in school and reducing the risk of dropout, which is often linked to increased violence involvement. •Mentoring Relationships: Establishing meaningful connections between mentors and students can improve overall well-being and resilience, reducing vulnerability to external pressures that may lead to violence. Curriculum: •Critical Thinking: Critical thinking exercises can empower students to make informed decisions and evaluate the consequences of their actions, reducing impulsive behavior that can lead to violence. •Career Preparation: Career awareness and preparation activities can inspire hope for the future, making students less likely to resort to violence as an alternative to limited opportunities. •Field Trips: Exposure to new experiences through field trips can broaden horizons and provide positive outlets for energy and curiosity. •Academic Support: Academic support can boost students' self-esteem and confidence, reducing the frustration and stress that can contribute to violent behavior. •Financial Literacy: Teaching financial literacy can equip students with valuable life skills and encourage responsible decision-making. •Entrepreneurship Workshops: Entrepreneurship programs can foster creativity and provide an alternative path to success, reducing the temptation of criminal activities. Learning Outcomes; HAWK’s Culturally Infused Curriculum Content: Cohorts – Ages 14-24 African American and other underserved high school students are at a critical stage of education and skill development that will shape the future of their adult life. The type of services that HAWK will provide to young Black men, so they are prepared to become successful and leaders at local, regional, state, national, and world levels include the following: Personal Achievement/Development: •Building self-discipline and self confidence among students in their ability to solve problems they encounter, including conflict resolution and strategies to overcome peer pressure unaligned with personal goals and objectives. •Providing psychological counseling and advisement to students on options for addressing problems in their life, including family and peer group interactions, depression, and health care options. •Providing information on cultural legacy of youth that affirms their ability to earn and accept leadership responsibility. •Providing information on behavior that shapes the perception of others about them. •Providing information and training to parents on ways they can facilitate and support the development of their son(s). •Training in interpersonal skills that facilitate positive communication and relationships with others. •Providing information on and facilitating the building of healthy minds and bodies. •Instruction in ways to avoid sexually transmitted diseases and pregnancy education highlighting economic, social, and emotional responsibilities and consequences. Academic Achievement/Development: •Coaching to improve knowledge and grades earned in courses in which students are enrolled, as well as their capacity for critical thinking. •Advising students on the type of preparation needed to qualify for admission into and success at the college or university of their choice or their career preference. •Providing opportunities for students to develop their skills in effectively communicating what they know, what they believe in, and changes they would like to encourage take place. •Assisting students in understanding how the knowledge they are being taught can be applied in real world settings to benefit themselves, their family, their peers, and/or community residents. •Assisting students in expanding their knowledge and respect of habits and values of individuals from different cultural and geographic backgrounds. Economic Achievement/Development: •Provide information and training in financial literacy of students, including the structure of businesses, the language of business, and the benefits and liability of various types of credit. •Provide information, support, and opportunities to create businesses, including developing business plans, options for financing startup and management costs, and creating jobs for others. •Support and provide opportunities for providing volunteer services to community-based organizations such as senior centers, food and toy drives, and homeless centers. •Provide and support and opportunities for students to interact with entrepreneurs and business owners to improve their understanding of how to create and sustain businesses. •Teach students the importance of developing teams to promote business endeavors and the necessary skills to do so effectively. •Provide training and assistance in creation of personal resumes that enhance probability of securing employment with existing employers. Mental Health Support: •Emotional check-ins proceed all activities and mentors frequently conduct mental health check-ins and/or follow ups and referrals. Organizational Capacity: Since 2012, HAWK (Higher Attainment thru Wisdom and Knowledge) has served over 2500 African American and underserved young men and women (14-24 years of age) by engaging them in experiences that facilitate their academic, personal, and economic success. HAWK’s curriculum is culturally infused, contextually relevant. HAWK has been recognized by Sacramento County Office of Education, California State Legislature, Sacramento School District and Sac State University for exemplary mentorship programs.