“Came off more like wardens than teachers:” Black students’ retrospective reflections on effective teaching and mentorship

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Critical Examination of Race, Ethnicity, Class, and Gender Roundtable: Supporting Students' Racial Identity Development and Academic Success

Abstract

Considering that education is heavily legislated to reinforce social inequality, student narratives are critical perspectives within reform discourse. This phenomenological study explores the experiences of Black students in U.S. public schools. Using critical cultural care as the theoretical and analytical framework, this study examines both student engagement and school disaffection through the lens of “Black student positionality.” This study positions Black students as the experts in their own educational understandings. In doing so, participants provide individual reflections of their past schooling experiences and also detail critical needs in educational reform. The study’s major findings included the following themes: Engaging Teachers, Warm Demanders, and “Real Life” Understandings. The results of this study address important issues related to parity for Black students.

Authors

• Marcia J. Watson-Vandiver, Towson University

• Deneen S. Dixon-Payne, Towson University