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

Abstract

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.

Say It Loud: An Action Research Project Examining the Afrivisual and Africology, Looking for Alternative African American Community College Teaching Strategies

“…Previous works have focused on African American cultural themes in curricula, academic achievement, and also racial identity Gibson (2007), Hilliard (2008), and Sampson (2008). This present study yielded findings that can build upon the knowledge base of the aforementioned studies.…”

“…Although Ladson-Billings (1992) coined the term "culturally relevant teaching" in 1990, a pedagogy focused on student academic achievement had already been introduced a decade earlier (Sampson, 2008). Au's (1980) Some of the "participation structures" were similar to "talk story," which is a significant happening within the Hawaiian cultural context (Au, 1980).…”

“…The importance of Au's (1980) (Sampson, 2008). In particular, for African American students there was a great need for culturally relevant teaching strategies in academic surroundings (Ladson-Billings, 1992, 1995a, 1995b).…”

“…Relevant and Non Culturally Relevant Curriculum (Sampson, 2008). Sampson (2008) utilized a mixed method research design within a high school American history class that was diverse in both grade level and ethnicity.…”

“…Sampson (2008) utilized a mixed method research design within a high school American history class that was diverse in both grade level and ethnicity. The study found that student evaluations of 74 culturally relevant curricula can potentially produce significant data about the academic preferences and academic motivating factors of African American students.…”