Culturally Responsive Social Skills Instruction for Adolescent Black Males

Abstract

The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner’s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent males and the relationship between cultural relevance and high rates of discipline and academic disproportionality. Culturally relevant social skills instruction is discussed as a proactive, innovative, and practical method of teaching social skills to black male adolescents. Applied examples incorporating culturally relevant music, media, and books into social skills instruction are provided.