Using Culturally Relevant Pedagogy to Influence Literacy Achievement for Middle School Black Male Students

AbstractThe purpose of this study was to analyze high school physical education teachers’ beliefs and understandings regarding culturally relevant pedagogy and teaching Black males in urban high schools. The participants were forty Black1and White2physical education teachers (male = 23, 57.5 %; female = 17, 42.5 %) randomly sampled from urban high schools. The research method was descriptive survey. Data were collected with a demographic questionnaire and a multidimensional attitude scale, which was constructed in the theoretical orientation of culturally relevant pedagogy. Descriptive and inferential statistical procedures were used to analyze the data. The teachers held mostly favorable beliefs about teaching Black male students, but their beliefs tended to vary as a function of their gender and race/ethnic status. The findings and implications are discussed.

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Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher

Urban Education ◽

10.1177/0042085916677346 ◽

2016 ◽

Vol 56 (1) ◽

pp. 32-60 ◽

Cited By ~ 5

Author(s):

Toni Milton-Williams ◽

Nathaniel Bryan

Keyword(s):

Middle School ◽

Life History ◽

Critical Race Theory ◽

Black Male ◽

Culturally Relevant ◽

School Teacher ◽

Pedagogical Practices ◽

Male Students ◽

Middle School Teacher ◽

Black Male Students

Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers.

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“That Makes Sense Now!": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom

International Journal of Multicultural Education ◽

10.18251/ijme.v23i2.2595 ◽

2021 ◽

Vol 23 (2) ◽

pp. 145-172

Author(s):

Deoksoon Kim ◽

So Lim Kim ◽

Mike Barnett

Keyword(s):

Middle School ◽

Culturally Relevant Pedagogy ◽

Culturally Relevant ◽

Science Classroom ◽

School Students ◽

Cultural Objects ◽

Case Study Design ◽

Multiple Case ◽

Relevant Pedagogy

This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.

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