NCJ Number
132362
Journal
School Administrator Volume: 46 Issue: 5 Dated: (May 1989) Pages: 18-20
Date Published
1989
Length
3 pages
Annotation
A California high school teacher discusses his experiences with school gangs and his efforts to improve gang self-esteem and constructive use of time.
Abstract
The teacher met with gang leaders in some cases and asked them to observe a truce on campus. They kept their promise and made the school neutral territory. The teacher also worked closely with churches to help gang members. During the summer, he turned the school into a special vocational school using Comprehensive Employment and Training Act (CETA) funds to pay gang members for part-time work after school. In addition, he started an alternative school or street academy near where most gang members lived. A storefront was rented for this school, and several teachers and a counselor were employed. Students liked the school because they could walk there easily. They were allowed to smoke, and very few rules were instituted. Students planted crops in the back of the property and gave the food to their families. CETA funds were also used to develop a recreational program, job training, and remedial education. Student attendance improved with this approach and those who acquired sufficient credits were allowed to graduate with their regular class. The author emphasizes that youth join gangs because they need a sense of security and structure that is often lacking at home. Therefore, need to be trained in how to promote self-esteem and demonstrate a caring attitude.