Announcing the Final Examination of Rolando Bailey for the degree of Doctor of Education
The study examined whether culturally responsive instructional practices would improve academic outcomes for Black male high school students in an urban school district. Educational policies and inequities have created different experiences for African American and White students (Darling-Hammond, 2005). Those experiences contributed to lower literacy rates, test scores, and dropout rates. According to Howard (2010), culturally responsive instruction increases the academic outcomes for diverse students. However, some teachers struggled to effectively implement cultural pedagogy pertinent to improve outcomes for Black male students. Despite the literature suggesting schools will work to overcome the societal barriers that students from urban school settings bring with them daily, some teachers cannot provide quality instruction for all students. Principals need to ensure that teachers have the support to properly instruct Black male students because research and this study prove they can achieve this.
Committee in Charge: RoSusan Bartee (Chair), Larry Walker, Daniel Eadens, Deborah Brown
Please contact Committee Chair for details regarding attendance.
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