Culturally Responsive Pedagogy for African American Students: Promising Programs and Practices for Enhanced Academic Performance

Autor/inn/en	Howard, Tyrone; Terry, Clarence L., Sr.
Titel	Culturally Responsive Pedagogy for African American Students: Promising Programs and Practices for Enhanced Academic Performance
Quelle	In: Teaching Education, 22 (2011) 4, S.345-362 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2011.608424
Schlagwörter	African American Students; Intervention; Graduation Rate; Academic Achievement; Teaching Methods; Culturally Relevant Education; Underachievement; College Attendance; Outcomes of Education; Tutoring; Program Descriptions + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Performance deficiency; Leistungsschwäche; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Lernleistung; Schulerfolg; Förderkonzept; Nachhilfeunterricht
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. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10