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Howard, Tyrone C.

doi:10.1023/a:1010393224120

Cited by 186 publications

(45 citation statements)

References 25 publications

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“…Results suggest that teachers who espouse more culturally responsive teaching strategies may be more successful in meaningfully engaging their students in the classroom. This finding is consistent with previous research in which students reported that culturally responsive teaching strategies had a positive effect on their effort and engagement in class content (Howard, 2001). Findings also suggested that some classroom-level factors are associated with the use of culturally responsive practices.…”

Section: Discussionsupporting

confidence: 91%

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

et al. 2015

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A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom. C 2015 Wiley Periodicals, Inc.

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Section: Discussionsupporting

confidence: 91%

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

et al. 2015

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“…They particularly enjoyed the emotion, change of voice and tone, the use of their names within stories, and Dr. Sampson changing positions in the classroom throughout each lesson. Howard (2001) describes this as entertainment pedagogy, which connects to the highly affective needs and verve-oriented preferences of African American children to their cultural self.…”

Section: Theme 3 Teacher Interaction Energy Sense Of Humor and Inmentioning

confidence: 99%

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Sampson

Garrison-Wade

2010

Urban Rev

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Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children's preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.

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“…By creating a familial atmosphere in the classroom, Booker (2006) reported that a sense of belonging was the most influential factor on student success for minority high school students. A study of elementary classrooms concluded that a familial atmosphere, where teachers displayed behaviors similar to the roles of mother, father, or elder relative, positively influenced minority students' social and psychological needs, increased students' self-esteem, technical confidence, and social skills (Howard, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research has shown that a positive correlation between minority students' perception of caring teachers who provided a strong supportive network and students' desire to learn from such a teacher fulfilled their inherent need for selfactualization. (Noddings, 1992;Ellis, 2008;Somers et al, 2008;Howard, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…To better prepare students for the academic demands of college, the BBSP adopted proven practices in minority student achievement from K-12 classrooms: caring teachers, high expectations, a disciplined learning environment, academic rigor, and an active student learning environment (Somers, Owens, & Piliawsky, 2008;Howard, 2001;Ladsen-Billings, 1994;Grantham & Ford, 2003;Allison & Rehm, 2006). In addition, a familial classroom environment was shown to significantly impact minority student academic success (Coats & Xu, 2011;Booker, 2006;Howard, 2001). Familial bonds influenced habits and behaviors needed to survive and excel in the academic environment.…”

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confidence: 99%

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Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Kendricks¹,

Arment²,

Nedunuri³

et al. 2019

Journal of Research in Technical Careers

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Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions.

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Untitled

Cited by 186 publications

References 25 publications

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

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