Warm Demander Pedagogy and Academic Competence: Academic Self-Efficacy as a Mediator

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 3
  In Roundtable Session: Placing Students At Promise with Small Instruction, Adolescent Achievement Predictors, and Warm Demander Pedagogy

Abstract

This study tested whether warm demander pedagogy predicts academic competence through academic self-efficacy to determine if culturally relevant teaching can increase academic outcomes among African Americans. Culturally relevant pedagogy guided this study due to its focus on cultural congruence, care, and high expectations in schools. Surveys were used to collect data from 82 African American college students aged 18-22 who were raised by African American primary caregivers. Academic self-efficacy mediated the relationship between warm demander pedagogy and the final grade in a chosen math class, but not between warm demander pedagogy and GPA. Findings suggest that cultural congruence leads to higher academic outcomes, which should prompt policymakers and teacher educators to include warm demander pedagogy in teacher education.

Authors

• Camille Warner, Lincoln University

• Debra Roberts, Howard University