Caring for Cultural and Academic Identity: School Conditions and Teacher Practices Supporting the Academic Growth of Black Students

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Education Justice and Equity: Calls for Action in the Field of Educational Change and Beyond (Table 7)

Abstract

This cross-case comparison study seeks to provide insight into the teaching practices and school structures positively impacting the academic growth of Black students in a large, urban district- unpacking practice. The school-level conditions or systems that support Black students' academic growth include (a) being non-race-evasive, (b) consistent messaging about high academic expectations and associated training, (c) systems of co-planning and co-learning, and (d) data use and culture. The practices and specific strategies fell within four emerging themes. Teaching practices that meet the needs of Black students and ensure academic growth emphasize the student as an individual with a cultural and academic identity that both need to be nurtured by the teacher and made explicit to the students.

Authors

• Erin Anderson, University of Denver

• Devani Lemmon, University of Denver