The boys gather around Jackie Robinson's iconic number.

On an emerging spring morning, the 5^th grade boys gathered early at the BORN house for a pancake breakfast before heading to Oriole Park at Camden Yards for a guided tour of the stadium.  The students have spent weeks reading Jackie and Me and discussing the impact that Jackie Robinson had on the game of baseball.   In the novel, the historical elements of game, the stadiums and the fans were highlighted and drove the students to realizations of the time period and the obstacles that Jackie had to overcome.   Jackie’s number is honored at Camden Yards, and the tour started with recognition that the iconic number 42 is retired throughout Major League Baseball in remembrance of Jackie’s accomplishments.  The day continued with our guide, Ann, walking the boys through the historic warehouse, spending time in the box seats, and visiting the press box and media control room.  Finally, the boys had an opportunity to sit in the Orioles dugout to get a field level view of the stadium and hear about the agricultural considerations of field maintenance.   The day proved to be a great way to honor a legendary African  American and welcome spring.

For weeks, the 5th grade boys closely read, discussed, and wrote about Joseph Lemasolai Lekuton’s Facing the Lion. The BORN students learned a great deal about nomadic life in Kenya and the trials and triumphs of the author while making connections to their own experiences. In order to extend their knowledge, BORN visited the Baltimore Museum of Art on January 8th in order to see some of the African Art Collection and witness the colors and culture of the people about whom they had been reading. Our docent, Mr. C, not only showed the boys great pieces of artwork, but also gave great background and geographical information. The boys were also able to view and experience some modern art by African-Americans, classic pieces like Rodin’s The Thinker, and the Andy Warhol Exhibit. The boys were intrigued by the large mosaics and bronze work, and enjoyed interacting with some of the pieces in the Warhol Exhibit. After a great tour, BORN was lucky to have a delicious meal at the Hard Rock Café Baltimore. The boys enjoyed the burgers with cheese and bacon, and the music and atmosphere had them all dancing in their seats. It was a great day, full of learning and building positive relationships. We can’t wait for the next trip!

The boys dance and enjoy their meal at the Hard Rock Cafe. Click image below to play video.

The mission of Baltimore BORN is to provide boys the support and services necessary to succeed, flourish and become the men they want and deserve to be. The founder of the program is Baltimore Raven Domonique Foxworth. Domonique knows that if not for the high expectations of him coupled with opportunities, resources and networks provided by those around him while he was growing up, he would not enjoy the success he does today. Through Baltimore BORN he will provide a strong, academically challenging, culturally enriching, and opportunity filled program to boys in their formative years so they too can achieve their dreams. It is our goal that the boys enrolled in BORN stay with us through graduation from high school. To achieve this mission, participants in Baltimore BORN will:

1. Develop critical thinking, writing and speaking skills

2. Learn to successfully work independently and in groups

3. Thoughtfully evaluate ideas of manhood in our society

4. Encounter new experiences and see these experiences as opportunities for personal and community growth

5. Draw on a network of professional and personal support in a journey toward college graduation

6. Participate in public service projects that demonstrate an understanding of contemporary problems in Baltimore and beyond

All research shows that quality after-school programs for middle school aged boys is important for both academic and social success. One of the other success indicators for African American boys* is access to strong male role models. Baltimore BORN was designed to have a very small staff/volunteer to student ratio. The men running the program are all exemplary role models and will be interacting with the program participants on a regular basis.

Baltimore BORN is honored to be partnering with two Baltimore City Public Schools for the pilot program.  Both Baltimore School for the Arts and Dr. Bernard Harris Elementary have been very generous with their time, space and resources and we are thrilled to be working with students from TWIGs at Baltimore School for the Arts and fifth grade students from Dr. Bernard Harris.  In return, the schools are happy to be partnering with an outside program that can help supplement the hard work they do during the school day.

Throughout the past sixth months, the Executive Board of Baltimore BORN has done a great deal of research to create a program that was truly needed in Baltimore.  Prior to the launch we were able to reach out to all those that helped us in the planning stages and offer details of what BORN will provide to its participants.

David Miller, Co-Founder of the Urban Leadership Institute in Baltimore commented on the launch of BORN:

“This is much needed work in Baltimore. Often the academic and social issues that young Black males face in Baltimore have been topics of numerous discussion yet little action. Whether it’s the alarming graduation rates among young Black males, college matriculation rates and homicide/non-fatal injuries, Baltimore needs more non-traditional approaches to engage boys. I applaud your actions and steps!”

The links below highlight some of the research done in this area. We invite you to read the research and to contact Baltimore BORN directly with any questions about our specific program.

*Please note that while Baltimore BORN is a single sex program it does not discriminate on the basis of race, religion, ethnicity or sexual orientation. There are many references to African American boys and that is because the large majority of the boys eligible for Baltimore BORN(based on geography, schools attended and income) identify themselves as African American.