Abstract
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-trac...
Highlights
All students, irrespective of their differences, both natural and socially constructed should experience and achieve educational success
Attaining educational success has historically eluded many students, learners of color in particular, because their lived experiences and cultures are rarely represented in curricula (Apple, 2004)
Brown (2017) and Williams (2011) reported that perhaps because of learner refusal to participate in exclusive education, students of color have consistently performed dismally on almost every measure of educational achievement
Summary
Irrespective of their differences, both natural and socially constructed should experience and achieve educational success. A culturally exclusive education is problematic because it does not examine, disrupt, and redress unjust learning conditions and contexts that learners of color contend with on a regular basis (Banks, 2001, 2008; Oikonomidoy, 2014; Rankin & Reason, 2005; Sanchez & Hagopian, 2017; Sleeter & Grant, 2009). 13) found that Afro-Latino/a experiences were generally “omitted from K-12 social studies curriculum.” Such exclusionary education is unacceptable in the current educational context that expects educational success for all learners. By using a CRP framework, this phenomenological study focused on educational experiences of the participating students of color, but it critiqued existing educational practices
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