Liberating Urban Education for Human Freedom

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

“…Research indicates that African American students have just as high an academic goal orientation as any other group of students, and that their academic performance is negatively affected by the systematic sociocultural dynamics being discoursed in this article (Galletta & Cross, 2007;Hudley & Chhuon, 2012;Irving & Hudley, 2005;King et al, 2014;Sadovnik & Davidson, 2012;Yasin, 2014;Yeung, 2012). The oppositional model places the "blame" for poor academic motivation on African American students who choose not to identify with academic achievement as part of their personal/cultural identities as opposed to the structural factors that provide poor educational opportunities as well as suppress their academic motivation and aspiration (Hudley & Chhuon, 2012;Irving & Hudley, 2005;King et al, 2014). As Hudley and Chhuon (2012) stated, Primarily qualitative data reveal that urban, low-income secondary school students of color are deeply aware of the systematic inequity that leaves them but not their more affluent White peers in schools that are physically decayed, filthy, overcrowded, and lacking in basic tools of learning (e.g., science labs, gyms, technology).…”

“…(pp. 354-355) Culturally relevant pedagogy can empower students by honoring and recognizing positive aspects of their culture, while assisting them in acquiring skills to be successful in wider cultural contexts (King et al, 2014;Milner, 2012). In addition, culturally relevant pedagogy helps students see themselves and their culture from a larger sociocultural framework, and develop skills to fight against negative sociocultural forces (King et al, 2014;Milner, 2012).…”

“…354-355) Culturally relevant pedagogy can empower students by honoring and recognizing positive aspects of their culture, while assisting them in acquiring skills to be successful in wider cultural contexts (King et al, 2014;Milner, 2012). In addition, culturally relevant pedagogy helps students see themselves and their culture from a larger sociocultural framework, and develop skills to fight against negative sociocultural forces (King et al, 2014;Milner, 2012). King et al (2014) see culturally relevant pedagogy as essential in educating urban African American students by challenging the hegemony of White supremacy that ignores and denigrates the history, lives, and experiences of African Americans and reinforces the current racial, social hierarchy.…”

A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System

“…Students may be hardened against learning by internalized stereotypes that suggest exemplary achievement is more of a white than Black (Taylor & Kouyatè, 2003;Jones, 2000;Ogbu, 2004) or impaired by evaluation anxiety that undermines performance (Steele, 1997). Then there are soil toxins such as discrimination, that impede academic performance ( King, Akua & Russell, 2013;Neblett, 2006). Guided by the soil metaphor, to help students achieve, and close racial achievement gaps, it is important to thoroughly assess Black children in ways that take into account the complexities they are nested in to hear their voices to understand them and their educational needs in order to respond accordingly (Davis et al, 2014;Delpit, 2003;García Coll et al, 1996;Wallace & Chhuon, 2014).…”

“…Similarly, linking Black children's education and the utility value of education to their cultural and social identities are critical to students' engagement, performance and achievement (King, Akua & Russell, 2013;Oyserman, Bybee, & Terry, 2006;Oyserman, Gant, & Ager, 1995).…”