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The Role of Culturally Relevant Peda...

Glenn-Butler, Tanya .

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The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools./
Author:	Glenn-Butler, Tanya .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	150 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Cultural resources management. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28087049
ISBN:	9798678190000

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.
Glenn-Butler, Tanya .

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Northeastern University, 2020.

This item must not be sold to any third party vendors.

In special admission school environments where culturally relevant pedagogy strategies are not upheld, African American students feel forced to learn about the dominant culture, while their cultural experiences are not observed or validated resulting in questioning of one's existence or importance in societal and world contributions. In such learning environments, high achieving students are not spared from the ensuing implicit bias as they may lose trust in educational systems and, as a result, opt to abandon their push for academic achievement. With this belief as the basis of impulsion, this study sought to expand the knowledge on the impact of culturally relevant teaching practices and its' influence on African American students by exploring the perspectives and lived experiences of the high achieving students from the group. The researcher employed the qualitative approach by using face-to-face interviews to collect the relevant data from a sample of six African-American seniors selected from Cedar Park and Beaver Valley High schools. The data collected was coded using the NVivo software, subjected to a thematic analysis and aggregated into five key themes. The findings suggested that the combination of teachers' diversification and extra curriculum bodies and activities, such as student unions, cultural clubs and other events is crucial in enhancing the student-teacher relationship and promoting cultural diversity and integration. The study concluded that stakeholders' involvement is crucial in facilitating appropriate culturally responsive pedagogical environments. The researcher recommended that schools should strive to establish and implement policies and practices that integrate and sustain culturally relevant pedagogy strategies to promote conducive environments for both teachers and students.Keywords: High achieving African American Student, Culturally relevant teaching practices, cultural competence, culturally responsive pedagogies, special admission high school.

ISBN: 9798678190000Subjects--Topical Terms:

2122774
Cultural resources management.
Subjects--Index Terms:

Cultural Competence

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.
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500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a In special admission school environments where culturally relevant pedagogy strategies are not upheld, African American students feel forced to learn about the dominant culture, while their cultural experiences are not observed or validated resulting in questioning of one's existence or importance in societal and world contributions. In such learning environments, high achieving students are not spared from the ensuing implicit bias as they may lose trust in educational systems and, as a result, opt to abandon their push for academic achievement. With this belief as the basis of impulsion, this study sought to expand the knowledge on the impact of culturally relevant teaching practices and its' influence on African American students by exploring the perspectives and lived experiences of the high achieving students from the group. The researcher employed the qualitative approach by using face-to-face interviews to collect the relevant data from a sample of six African-American seniors selected from Cedar Park and Beaver Valley High schools. The data collected was coded using the NVivo software, subjected to a thematic analysis and aggregated into five key themes. The findings suggested that the combination of teachers' diversification and extra curriculum bodies and activities, such as student unions, cultural clubs and other events is crucial in enhancing the student-teacher relationship and promoting cultural diversity and integration. The study concluded that stakeholders' involvement is crucial in facilitating appropriate culturally responsive pedagogical environments. The researcher recommended that schools should strive to establish and implement policies and practices that integrate and sustain culturally relevant pedagogy strategies to promote conducive environments for both teachers and students.Keywords: High achieving African American Student, Culturally relevant teaching practices, cultural competence, culturally responsive pedagogies, special admission high school.
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