Complexifying Care: Bridging the Gap Between Care and Cultural Congruence in English Language Arts Classrooms

• In Event: Interrogating Opportunity Gaps: The Role of Educational Research in Consequential Truths, Justices, and Equity

Abstract

Teachers frequently lament the extent to which they care for their students. However, educational literature has little evidence on if and how care differs for students based on identity. In this paper, I contend that the historical and contemporary marginalization of Black youth, inside and outside of school, requires a culturally nuanced approach to care. My research utilizes Milner’s (2021) Opportunity–Centered Teaching framework as a guide for exploring how English Language Arts teachers create culturally congruent learning environments for Black students. My qualitative inquiry, which included a series of semi-structured interviews and classroom observations revealed that when Black children are provided a culturally synchronous learning environment it benefits them academically and behaviorally (Gay, 2018; Ladson-Billings, 2021). The findings of this research have implications for curriculum development and teacher education.

Author

• Jaleel R. Howard, University of California - Los Angeles
  Presenting Author