Culturally Responsive Approaches to Teaching Black Children: A Literature Review
Graduation Date
Spring 2003
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
Black American children make up a distinct cultural group and more effort should be placed on helping them succeed in school. School dropout rates among Black American youth who come from low-income, disadvantaged backgrounds continue to rise, especially in urban areas. Black children who are dealing with racial and social class inequities in American society are turning to crime and drugs instead of focusing on education, despite their parent’s attempts to instill values of education into their lives. There has been social and educational neglect of the Black American child in integrated public education, and many educators and concerned citizens have written articles and books in their attempts to help address some disturbing questions.
The selected literature for this work points to salient themes, which will be highlighted and will contribute to knowledge in the field of culturally responsive education for disadvantaged Black Americans. In conclusion, this work offers suggestions and approaches on culturally relevant teaching for Black American children.