The academic outcomes for African American students continue to lag behind their White, Latino, and Asian counterparts. Culturally responsive pedagogy has been purported be an intervention that may help reverse the persistent under performance students. This article highlights findings from a three-year study of program designed increase college going rates authors document manner in which overall student outcomes, graduation rates, increased when culturally pedagogical practices were used....

In this article, the author argues that persistent underachievement of many African American male students in urban school districts requires pedagogical interventions designed to re-engage and re-orient mathematics as a critical cultural activity. While counterstory, race theory construct, has wide application across educational research, few researchers have explored its relevance for education. Here, provides grounded operationalization counterstory by examining pedagogy embedded...

This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of spaces two Los Angeles County high schools, the authors argue that when all-male effectively function Critical Race Theory counterspaces, experiences school–aged Black males are positively transformed. These cocurricular, counterspaces can shield marginalizing effects urban schooling...

Along with the growth and refinement of our shared discourses on equity, community education researchers focused Black males has developed lenses which to examine risk protective factors related males’ participation in experiences mathematics. In this paper, authors focus importance “supports” associated mathematically high-achieving high school students urban schools. Using Critical Race Theory (CRT) narrative analysis, report findings from semi-structured interviews successful male (n =...

ABSTRACTSchool-aged Black boys are mathematically gifted; however, they often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality learning opportunities male youth. doing so, begin by engaging W. E. B. Du Bois' storytelling. We then offer BlackCrit as a theoretical frame enrich evidence-based work regarding teachers culturally relevant pedagogy. also advocate the establishment of "grow-your-own"...