Examining the Intersection of Teachers' Expectations, African American Males, and Equitable Strategies

• In Event: 15.026 - Division K Poster Session A

Abstract

The purpose of this qualitative case study was to understand how elementary school teachers describe their use of equitable strategies and the experience of teaching elementary African American male students, and how they use equitable strategies to engage African American male students. Three theories provide the conceptual framework for this study—human development theory, critical race theory in education, and deficit ideology. Data analysis for this study revealed: (1) nurturing teacher-to-student relationships are paramount to students’ success; (2) teachers who receive professional development focused on the implementation of equitable strategies struggle with monitoring the effectiveness of equitable strategies; and (3) some educators who receive culturally responsive professional development still tend to view students through a deficit lens.

Author

• Adell Cothorne, Loyola University Maryland