Educators' Perceptions of Culturally Relevant Pedagogy in Math Instruction for Black Students

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

Missing in much of the research on teachers’ perceptions of CRP in math instruction among Black students is teachers’ perceptions of their educational leaders’ perspectives on CRP. This study unpacks the relationships between teachers’ notions of effective CRP in math instruction and their perceptions of leaders’ perspectives of CRP. The authors view the inequities in math or any academic subject as a social justice issue. The significance of the study points contributes empirical evidence about the capacity of CRP to connect to students’ deep cultural wealth as an impetus for engaging in math. This study contributes to empirical data that transcends deficit perspectives and increase strengths-based approaches to high quality math instruction and heightened achievement.

Authors

• Angela N. Campbell, Cabrini College

• Ronald Williams Whitaker, University of Pennsylvania

• Zakia Y. Gates, Cabrini University