The study examined whether Culturally Responsive Instructional practices would improve academic outcomes for Black male high school students in an urban school district. Unfortunately, educational policies and societal challenges have created different experiences for Black and White students (Darling-Hammond, 2005). Those experiences contributed to lower literacy rates, test scores, and dropout rates. According to Howard (2010), Culturally Responsive Instruction increases the academic outcomes for diverse students. However, some teachers struggle to effectively implement cultural responsive pedagogy to improve outcomes for Black male students. The literature suggests utilizing methods centered in student's lived experiences can help them overcome societal barriers. However, some teachers struggle to provide quality instruction for Black male students. For this reason, principals need to ensure that teachers have the training to meet Black male students needs.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-2859 |
| Date | 15 August 2023 |
| Creators | Bailey, Rolando |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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