scholarly journals The role of culturally relevant pedagogy perceived by high achieving African American students enrolled in special admissions high schools

2020 ◽  
Author(s):  
Tanya Glenn-Butler
Keyword(s):  
African American ◽  
High Schools ◽  
Culturally Relevant Pedagogy ◽  
African American Students ◽  
Culturally Relevant ◽  
American Students ◽  
High Achieving ◽  
Relevant Pedagogy

Culturally Relevant and Meeting Academic Standards at the Same Time

2020 ◽  
pp. 17-28
Author(s):  
Ronald W. Whitaker II ◽  
Angela N. Campbell ◽  
Zakia Y. Gates ◽  
Lateefah Ellison-Metcalfe
Keyword(s):  
African American ◽  
Culturally Relevant Pedagogy ◽  
African American Students ◽  
Culturally Relevant ◽  
Academic Standards ◽  
Language Deficits ◽  
Teaching Math ◽  
American Students ◽  
Relevant Pedagogy

Over the last two decades, American students have been scoring higher on national math assessments. With that said, still problematic is the belief that African American students cannot excel in math do to various issues, including language deficits. Thus, in this chapter, through an on-going study, the authors argue for the utilization of culturally relevant pedagogy (CRP) and its significance in teaching math to African American students.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

scholarly journals A Corruption Course through a Culturally Relevant Pedagogy: The Need for an Assessment That Fits

2021 ◽  
Vol 11 (8) ◽  
pp. 412
Author(s):  
Khadija El Alaoui ◽  
Maura A. E. Pilotti
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Political Corruption ◽  
Structural Instability ◽  
Political Systems ◽  
Investigative Journalism ◽  
The Impact ◽  
Essay Test ◽  
Relevant Pedagogy

The present study examines the challenges and the rewards of assessing learning in a seminar on corruption which is taught in a country (Iraq) where political corruption is seen as the main source of structural instability and sectarian tensions. It specifically focuses on the role of culturally relevant pedagogy in defining the most suitable summative assessment. To this end, essay test questions were developed concerning the relevance of political corruption, the impact of investigative journalism, the role of humor in investigative journalism, and the appropriate remedies (besides journalism) to political corruption. In students’ responses, investigative journalism (with or without humor) was consistently reported to be a dangerous undertaking, but disagreement emerged on its effectiveness as one of the possible remedies for corruption. Dishonesty was seen as the universal cancer of political systems and thus difficult to extirpate, albeit some systems (e.g., Al-Muhasasa) were seen as tolerating it more than others. In our study, the qualitative examination of students’ responses served three objectives: (a) it offered evidence about the extent to which culturally relevant pedagogy was realized in the course; (b) it served to put forth a proposal on how students’ test responses can inform teaching and assessment in future offerings of the course; and more broadly, (c) it synopsized the views of a sample of college students who represent the population upon whom the country heavily relies for its economic and political recovery.

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