1. Elspeth Slayter, PhD
Associate Professor
School of Social Work
Salem State University

2.  What is a teach-in?
 A teach-in is when a particular subject is addressed
with a large group of people
 Traditionally, teach-ins were done in large groups, but
this week’s teach-in will take place in different
classrooms across the campus
 What will unify these classrooms is the fact that we are
talking about the #BlackLivesMatter movement

3.  National activist movement
 Led by Black people, supported by allies
 Campaigns against multi-systemic physical,
psychological, and political violence toward Black
people
 Use of #BlackLivesMatter refers to a movement that is
addressing the ways in which Black people in the
United States are deprived of basic human rights and
dignity in many instances

4.  Don’t All Lives Matter?
 By saying "All Lives Matter," it implies that all lives are equally at
risk – and based on narrative accounts, as well as statistical data
we know this is not true!
 The statement “Black lives matter” is not an anti-white
proposition – we are honoring the experience of Black people
 Affirming justice for Black people is part of a global and inclusive
justice movement.
 The #BLM movement is an ideological and political intervention
that is committed to recognizing and speaking out against anti-
Black racism and changing systems

9.  By saying "All Lives Matter," it implies that all lives are
equally at risk – and based on narrative accounts, as well as
statistical data we know this is not true!
 The statement “Black lives matter” is not an anti-white
proposition
 Affirming justice for Black people is part of a global and
inclusive justice movement
 #BLM movement is an ideological, political intervention
that is committed to recognizing and speaking out against
anti-Black racism

14.  Important to me as a social worker
 “Social workers promote social justice and social change with
and on behalf of clients”
 Honor the #BlackLivesMatter movement through teaching
– as an ally
 Many social situations and trends impacted development
of #BlackLivesMatter
 One of those is they way social inequality has resulted in
disproportionate representation of Black children in child
protection/welfare

15.  When compared to White children, Black children
were:
 2.92 times more likely to have reports made to child
protective hotlines
 3.05 times more likely to have those reports accepted for
investigation
 4.56 times more likely to be removed from their home
Source: http://www.seattletimes.com/seattle-
news/disparities-found-in-child-welfare/

16. Race/ethnicity % of total child
population
% of children in foster
care
American Indian/Alaskan
Native
1% 2%
Asian/Pacific Islander 4% 1%
African-American/Black 14% 31%
Hispanic/Latino 22% 20%
White, Non-
Hispanic/Latino
56% 40%
U.S. Census Bureau, 2008

17.  Disparate experiences
(Stoltzfus, 2005)
 Part of disparity may be
attributed to use of kinship
care – but does not account
for the enormity of the gap
 6.29 times more likely to
stay out of home for 2+
years
African-
American/
Black
Children
White
Children
Mean
length of
stay in
foster care,
2003
40 months 24 months

18.  Not new phenomenon!
 Slavery - excluded from orphanages /placed in
almshouses
 1910: National Urban League, need equitable
services
 Post WWII: Increased “access”
 1959: Study on reduced likelihood of adoption
 1963: Study on racial bias among child protection
workers

19.  Why do we see disproportionality?
 3 National Incidence Studies of Child Abuse and Neglect
(NIS) found no relationship between race and the incidence
of child maltreatment after controlling for poverty and other
risk factors (Sedlak & Broadhurst, 1996)
 Incidence of child abuse and neglect was associated with
poverty & single parenthood
 Socioeconomic status - strongest predictor of maltreatment
rates (Sedlak, McPherson, & Das, 2010)

20.  How can we move forward to address the realities of
Black children and families?
 Poverty alleviation and community development
 Efforts to improve socioeconomic status (SES)
 SES = Education, Income, Profession
 Jimenez: Suggested policy solutions
 Allow subsidies for legal guardians
 Foster the use of broad kinship networks
 Develop shared custody models vs. TPR

21.  How can we move forward to address the realities of Black
children and families?
 Researchers: Move beyond “disproportionality exists”:
 Does the magnitude of the gap differ in different localities?
 Do places that have high disparity rates share other
characteristics?
 Are factors such as family structure, unemployment, and
parental education levels related in any way to disparity rates?
 How should what we learn about where disparity is greatest
influence public investments designed to promote greater
equity for children and families?

22.  How can YOU make a difference?
 Be aware of how your social identities impact your social
work practice
 Be an ally – honor the experiences of Black people!
 Be aware of the causes of disproportionality!
 Work towards small-scale solutions!
 Think globally, act locally