"Who else will show the kids how to get through?" A narrative research study examining effective culturally-relevant pedagogical practices of 9th grade urban public school teachers of Black boys

Abstract

All student populations struggle when they transition from middle to high school due to factors such as puberty, changes in students' relationships with teachers and peers, lack of awareness about high school bureaucracy, and expectations. However, many Black boys face additional challenging barriers, due mainly to their race, that jeopardize their success and may result in their dropping out of school before 12th grade. Through the lens of Ladson-Billings' culturally relevant pedagogy (CRP) framework, this qualitative study examined effective antiracist, culturally relevant pedagogical practices of ninth-grade urban public school teachers of Black boys. Findings from two semistructured interviews with six participants suggested the importance of teachers believing that Black boys can be academically successful. Additional findings proposed that humane and caring teacher-student relationships, using students' cultures in curricula and instruction, and scaffolding students' learning proved successful. Implications for improving teacher practice must be addressed with a sense of urgency and include providing intensive reading instruction to boys who are reading below grade level; educating them about high school expectations; and providing teacher preparation programs and in-service professional development activities that encourage White teachers to undergo self-reflection on race, privilege, racial biases, and stereotypes they may hold and teach them about critical pedagogical practices they can use in their classrooms. --Author's abstract