Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance |
| |
| Authors: | Tyrone Howard Clarence L Terry Sr |
| |
| Institution: | 1. Graduate School of Education and Information Studies , UCLA , Los Angeles, CA, USA tyrone.howard06@gmail.com;3. Department of Education , Occidental College , Los Angeles, CA, USA |
| |
| Abstract: | The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework. |
| |
| Keywords: | theories of teaching teacher thinking and knowledge |
|
|
