Creating Inclusive Classrooms to Promote Academic Motivation and Sense of Belonging Among African American Youth

• In Event: 45.061 - An Examination of the Effect of Teacher Beliefs and Student Academic Performance on At-Risk Populations

Abstract

The relationship between teachers and students is a significant factor in academic achievement. Teachers have the ability to establish a classroom environment that promotes mutual respect and a sense of community among students. Yet, literature suggests the relationships between teachers and students of color are less positive than White students. The purpose of this study is to provide an understanding of African American students’ racial identity and its relationship with academic motivation and sense of belonging. This study employed quantitative methods and included 105 (females=48 and males=57) students in grades 10-12 from a large high school in Southern California. Findings from this study underscore the significance race and the significance of culturally inclusive classrooms that are accepting of all students.

Authors

• Colette Boston, Los Angeles Unified School District

• Susan R. Warren, Azusa Pacific University

• Bryan D. Bowens, Kern High School District