Creating Equitable Literacy Outcomes for Black Boys in P-12 Learning Contexts: A 30 Year Integrative Literature Review

• In Event: Improving Learning from PK-16

Abstract

Recent NAEP data reveal that Black boys are not performing in reading at similar levels as other student groups. While a number of studies have examined the educational experiences of Black boys over the past 3 decades, a relatively small number of studies have examined the reading and writing instructional practices that produce positive and promising outcomes in this group in particular. The purpose of this integrative literature review is outline and discuss instructional practices that yield positive outcomes for Black boys across the P-12 educational pipeline.

Author

• Terry Husband, Illinois State University