A Systematic Review Interrogating the Available Evidence on Culturally Relevant Pedagogy for Black American Students

• In Event: Pedagogies of Resistance and Creativity

Abstract

Culturally relevant pedagogy (CRP) holds promise for improving Black American students' educational experience. To better understand CRP, we conducted a systematic review grounded in Ladson-Billings' framework (1995c; 2021a). First, we examined alignment of existing literature to Ladson-Billings' framework. Second, we interrogated evidence of effectiveness of CRP for Black American students. Third, we analyzed researcher characteristics to explore positionality and identity relative to the CRP evidence base. Preliminary findings include, (a) researchers fail to represent theoretically-based components of CRP, (b) few causal-correlative studies exist within an overall limited research-base investigating CRP and student outcomes, and (c) researchers were mainly White and Black women full professors. We discuss actionable solutions that may improve the robustness of the CRP scientific evidence and impact.

Authors

• Faith Olivia Lynn Garrington, University of Minnesota
  Presenting Author

• LeAnne D Johnson, University of Minnesota
  Non-Presenting Author

• Andrea Ford, University of Cincinnati
  Presenting Author

• Kristen L. McMaster, University of Minnesota
  Non-Presenting Author

• Seohyeon Choi, University of Minnesota
  Non-Presenting Author