Care Theory, Critical Race Theory, and Culturally Relevant Pedagogy: Exploring Mathematics Success Among Black Boys

• In Event: 75.037 - The Mediating Role of Teaching and Leadership in Shaping Pro-Black Educational Contexts

Abstract

In this presentation, guided by an intersection of an eclectic array of the theoretical frameworks care theory, critical race theory, and culturally relevant pedagogy, the authors report on a qualitative study that explored the influence a “successful” African American male mathematics teacher had on three African American male high school students’ perceptions of teacher care. This critical ethnography employed ethnographic methods during data collection; data analysis identified six overarching themes that the participants used to describe teacher care. Findings suggest that teachers should reconsider the ways they care for African American male students and that a caring teacher–student relationship has a positive influence on African American male students’ descriptions and perceptions of teacher care.

Authors

• Jason G. Hunter, DeKalb County School System

• David W. Stinson, Georgia State University