Abstract
This study aims to learn from and with students of color to understand the influence of culturally relevant programming. Grounded in conceptions of counter-narrative and culturally relevant education (CRE), we center the voices and perspectives of Black and Latinx male adolescents to explore the impact of CRE-related programs and practices. Drawing on 10 focus groups with 37 students in urban schools, we illustrate how integrating community-based mentoring, critical conversations, and family-based relationships positively shaped students’ high school experiences. These findings contribute to growing empirical work on the benefits of CRE, while pushing for holistic efforts that extend beyond the classroom.
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