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Unfortunately, the deficit discourse and labeling of youth who
have gravitated towards the gangs, when depicted by the media,
educational programs, public talk show and the like have begun
to emerge as cultural models (Gergen, 1994). Therefore, we develop
a vicious circle. As our society's actions are increasingly
defined and shaped by the language of deficit discourse, the
demand for intervention models also increases with those models
resembling the very negative attributes they are seeking to change
(Gergen, 1994). If we closely examine the post modern behavioral
theories and perspectives posited by Gergen, Cooperrider and other
researchers/theorists, it becomes easy to understand that it is
incumbent upon African Americans to make a deliberate choice with
respect to changing the way in which we describe our youth, ourselves,
our circumstances and our goals...for inherent in new terminology will
reside new dreams and aspirations (Cooperrider, 1986).
Our failure to change our patterns of language should
leave us with no wonder as to why our children have turned to gangs. In far too
many cases, youth have communicated that they believe the gang provides them
with respect, a perspective I have heard continually across the research I have
done which now spans varying demographic populations. They also report not
feeling valued by society, which is largely "we", their parents, teachers and
community members. When asked why he joined a gang, a youth I interviewed
responded with a very simplistic answer. His response was as follows:
Interviewer: If
you were to think about the one thing that you look for the gang to do for
you and sum it up in one word, what would it be? What is the important thing
that you get from the gang in one word?
Informant: Respect.
Interviewer: Um,
that is interesting. I would have thought you would have said protection.
Help me understand.
Informant: Its like they respect me more than
other people, than anybody really, but my family, and they really don't
respect me either, they talk to me any kind of way, put me down all the
time, the gangs they don't really do that (Easley, 1999).
When probed, all this young man wanted to do was go to
school, get his education, and perhaps play basketball in college. His responses
were not atypical of the responses of all the young people who participated in
my research. He perceived the words that he heard the adults in his life use
with him as demeaning. Now, I guarantee you that if you were to ask his parents,
they would not feel the same. However, we cannot discount the fact that this was
his reality. Appreciative Inquiry, as a change process forces us to choose to
use a language of appreciation. I can't help but wonder if this child had been
exposed to a language of appreciation, would he have gravitated to the gang for
the reinforcement that he did not perceive to receive from home, school or his
community. This example I believe makes it very clear as to why Appreciative
Inquiry is critical for our families, parishes and communities.
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