Culturally Responsive Classroom Practices for Black Children: Improving Schools and Disrupting the School-to-Prison Pipeline

• In Event: Critical Dimensions in Education: A Deeper Look at Teaching Quality, Class Sizes, and Cultural Practices

Abstract

This qualitative study was conducted to determine if culturally responsive practices can disrupt the school to prison pipeline for Black students. The study included campuses across five school districts in southeast Texas. The study includes five school districts to support the researcher’s ability to understand varied perspectives of the implementation of culturally responsive practices and the effects of incorporating this construct. Results of the study were the continuation of a knowledge deficit in understanding culturally responsive practices and how to implement this system effectively in classrooms.

Authors

• LaTory Jacobs, Conroe Independent School District

• Kathryn Washington, Lamar University

• Kelly A. Brown, Texas A&M University - Corpus Christi