Black students' sense of belongingness through the implementation of student-centered learning strategies

Abstract

This study operationalizes equitable accessibility as a component that urban schools use in their instructional practices, and it uses student-centered learning strategies to improve Black students' sense of belongingness. Observations and interviews provided insight into student-centered learning instructional strategies that work to improve belongingness and leverage student voice. The study examined the following: (a) How does the student-centered learning strategy of student voice support Black students with a sense of belonging; (b) How do school conditions contribute to the implementation of the student-centered learning strategy of student voice; (c) How do Black students describe their sense of belonging at East Coast School? The study proposes that when teachers employ student-centered learning strategies that work to integrate student voice and a culturally responsive curriculum, Black students' sense of belongingness can be improved.--Author's abstract