Voices From the Classroom: Successful Teaching for Black and Latino Male Students

• In Event: 68.028 - Telling a More Complete Story: Unveiling Characteristics That Lead to African American and Latino Male Success

Abstract

Objective
In the United States, students of color—i.e., Latino/a, African-, Asian-, Native American and non-Whites—represent the majority of the student body in urban schools yet have lower standardized test scores, high school graduation, college going rate, academic outcomes, etc. in comparison to White and certain Asians Americans peers (Aud, Fox, & KewalRamani, 2010; Dalton, Sable, & Hoffman, 2006; Howard, 2010; Huber, Huidor, Malagon, Sanchez, & Solorzano, 2006). Given the disparity in academic achievement, there is a need to examine the type of teaching that lead to students of color being successful in schools. Multicultural education scholars explain that culturally responsive pedagogy (CRP) provides students of color, culturally caring classrooms, academic rigor, and culturally relevant instructions (Gay, 2000; Ladson-Billings, 1996). While culturally relevant pedagogy scholarship provides abundant examples of successful teaching, few studies have garnered insight from students of color (Howard, 2002).

In response, this study examined the teaching and classroom practice that assisted Black and Latino male success in urban high schools. Through a qualitative research design, over 200 Black and Latino Males participants were interviewed and revealed that: rigorous, relevant, and responsive teaching positively impacted their success in the classroom.

Theoretical Framework
This study drew from the literature of culturally responsive pedagogy (CRP). Culturally responsive pedagogy has been documented as affirming culture and empowering youth of color, while highlighting effective teaching practice and strategies for academic success in urban schools (Epstein, Mayorga, & Nelson, 2011; Howard, 2002; Morrell & Duncan-Andrade, 2002; Ware, 2006).

Methods and Data Analysis
This project utilized a qualitative research methodology to examine teaching and classroom strategies that assisted Black and Latino students to be successful (Merriam, 2009). Interviews with students were utilized to “gather descriptive data in the subjects’ own words so that the research can develop insights on how subjects interpret some piece of the world” (Bogdan & Biklen, 2003, p. 95). Over 200 Black and Latino urban high school students participated in a semi-structured interview and completed a demographic survey (Merriam, 2009). Each interview was tape recorded and transcribed with the consent of each participant and their parent. Data was input into a computer data analysis software and coded and then analyzed.
Findings
Students explained that rigorous, relevant, and responsive teaching positively impacted their success in school. Students often said, that they thrived in rigorous classrooms that made learning interesting and meaningful and also provided multiple opportunities to make course material relevant. Students explained that they benefited from hands-on learning, historical re-enactments, science labs, and lessons that connected to students lived reality. Lastly, culturally responsive teacher-student interactions often provide the nudge students needed to overcome an educational barrier.

Significance
This paper described teaching and classroom practices that contributed to the success of Black and Latino male students. The study suggests that it is imperative to listen to those most impacted by urban schooling, students of color. The study has implications for teacher practitioners, teacher educators, and teacher professional development in urban and diverse school settings.

Author

• Oscar Navarro, California Polytechnic State University - San Luis Obispo