The Argument Tyrone C. Howard 's Article, Powerful Pedagogy For African American Students

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels. Also, this paper will review a few lessons or projects that can be adapted and used within my personal educational institute in order to create

Throughout history, African American weren’t considered the smartest race on earth. With slavery and being for bided to ever touch or learn to read a book, African American became the race that envy having an education. Education became a prime factor in the African American culture. Having an education to an African is having the one-way ticket out of the terrible streets. They believe that if they don’t know nothing they won’t get nothing. In other word, if they aren’t educated their life would remain the same. Way back to slavery, African American would be beaten if they were to open a book and dare to read it instead of cleaning it.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

In my last paper, I discussed the achievement gaps within the low-income African American community at Steele School in Galesburg, IL. Now that I have looked into the history of low-income African American students, I am now going to research even more by exploring trends, issues, evidence-based remediation practices, the preferred learning styles and the identified achievement gap of low-income African American students. Through the chart I am going to display, this will show various ways that low-income African American students are struggling at Steele School. However, I am hoping with the information below I can use this to display to others how certain multicultural education, learning styles, and culturally responsive teaching can enhance learning environments for all underachieving students.

This chapter elaborates on how racism has a negative impact on African American education, in which has been happening for many decades and is currently taking place. Furthermore, it speaks about segregation and how it currently exists in different ways. Additionally, it speaks on how segregation not only exist in one school, but it likewise exists across the school districts. It speaks on how segregation in these schools has a negative impact on students’ academic success and future success.

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

These solutions center on teacher training. Teachers typically refer children for remedial education testing. For this reason, they are also the first line of defense against the misplacement of African American children. In order to meet the needs of black males, educators ought to develop understanding of their culture. Teachers must be trained to adjust their teaching strategies for culturally different students in class. For instance, rather than emphasizing the deviant characteristics of the black male culture, teachers should focus on the needs which all ethnic groups have in common, such as the need for artistic expression. Educators ought to inform their students about black lifestyles and challenges. They should do this on a regular basis, and not only in special

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

In a study conducted Rosenthal and Jacobson they examined the exceptions of teachers from their students and self-fulling prophecy. They believe the central problem of so many kids failing school is because of kids with disadvantages. They are lower class children who live in poverty and being taught by middle class teachers. They are the Mexican American, Puerto Ricans and African Americans. These teachers are white females who are middle class and teaching the “disadvantage” which leads to the teacher expectations for them to fail. (Apa)

Abstract: Since the Transatlantic Slave Trade, African Americans have been dependent upon those of fairer complexions to educate them about the culture and history of their own people. Unfortunately, the trip over to the Americas caused them to lose touch with several parts of their being; native tongues, culture/heritage and most of all their self-righteous. Somewhere along the way they forgot that they are creators of every major practice; from metallurgy to agriculture; practices that essentially influenced the entire world. The Transatlantic Slave Trade essentially and effectively brainwashed a group of people. It caused people of the African diaspora to lose sight of who they really are; installing negative and inferior perception of their ancestry, while also installing white superiority through their mindsets. African Americans innately depended on white people for every part of their life, even later slavery. In regards to education, African Americans depended on white Americans to build infrastructures for the education of black people. This unfortunately continued the cycle of white dependency. While African Americans thought they were enhancing their knowledge, all they were doing was becoming more equipped servants to their white

Within the aid of the Critical Race Theory, the following themes emerged assisting the study’s research question and purpose. The developing themes are offered by followed data supported key findings, data. Participants were asked to discuss the challenge to dominant ideology, what they perceive as jeopardizing while teaching African American males to read and write. Teachers supplied attributions supporting the three pressing problem themes: 1) lack of awareness, 2) reluctance to write 3) shortage of multi-cultural professional development. The supported data findings expressed 46% of teachers identified African American male student’s lack an association of admiration of reading and lack of enthusiasm towards writing. Furthermore, 31% participants profess students not having inspiration or encompassing a deficiency with adequate reading grade level as a barrier. Finally, it was conveyed the student’s disengagement could force the teachers to create approaches to foster admiration for reading which intensifies stress to daily tasks of teaching, increasing the achievement gap among African American males and their counter peers.

Social, cultural and political changes have immense influences on the education sector. This has been witnessed from the onset African and Asian immigration into the United States from 1954 till present times. During the last quarter of the 20th century, immigrants to the US were denied education and those who received education did so under great threats. The dominant view of society about immigrants during this period was extremely negative and rejecting; thereby not deserving of an education. Currently, the education has been made affordable to everybody due to changing atmosphere of unprecedented social change. In education, this change resulted in the legal dismantling of segregated education for African American children (Collins, 2008). As African American children integrated the schools in the United States, they came to school with the stigma of slavery and the negative attitudes held by the agents of the educational institution. Attitudes and held perceptions were the catalyst for constructions such as biased assessment and the retardation paradigm. From these constructions emerged practices in special education that held large numbers of African American students captive in not only the educational milieu, but also limited their work potential. For this reason, the sociopolitical landscape as a context for curriculum, instruction, and assessment has continued to play a significant role in the education