Designing Equitable Learning Experiences for Middle-Class African American Males

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: The Evolution of Educating: Pedagogies and Practices in Teacher Education (Table 5)

Abstract

This paper challenges implicit understandings of educational narratives used to describe middle-class African American boys within the kindergarten through twelfth grade arena. I argue that much of the historical perspective of this demographic has been largely overlooked. Failing to recognize the economically affluent status of this demographic diminishes the uniqueness of their voices, identities, and needs for a comprehensive, educational experience. This significant lack of inclusion in the research, laws, policies, and procedures has left these young men unsupported and emotionally fragile within the school system and larger society. Additionally, excluding them perpetuates the Achievement Gap narrative and confirms the validity of the Opportunity Gap.

Author

• Simone Griffin, Evanston/Skokie School District 65
  Presenting Author