Comer Approach
James P. Comer, an African-American psychiatrist who teaches at Yale, began
in the mid-60s to think about the special problems Black children have in
our society. He thought the schools were probably the best places to effect
change for these at-risk children and so developed a process that essentially
questioned three aspects of modern schooling as it impacts on this population.
First, the hierarchical structure made it impossible for schools to respond
effectively to children's needs. Second, the basic culture of schools clashes
with the experiences of many inner-city children. Based primarily on values
and mores of middle-class whites, they cannot address the special needs
of black low-income youth. Thirdly, teachers are not trained to deal effectively
with this population. For the most part, they have no knowledge or skills
to address the most basic developmental needs of these children.
Comer's adherants (over 100 schools throughout the country) have traded
the typical hierarchy of the school for governing councils made up of teachers,
counselors, and parents. Parents play an active role in the school, helping
to bridge the gap between home and school. The school thereby becomes an
integral part of the community.
The Rockefeller Foundation has committed $8 million to the Comer process
with major emphasis in Washington DC schools.