Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak

Lydiah Nganga, John Kambutu and Keonghee Tao Han

SAGE Open, 2019, vol. 9, issue 2, 2158244019841923

Abstract: Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher–student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this phenomenological qualitative study explored other possible solutions from the experiences and perspectives of students. Participants were 33 high school students of color. 1 Data showed that the participating learners considered the use of culturally inclusive 2 teaching practices and learning resources, implemented in caring schools by caring educators a viable solution to issues of poor academic performance among learners of color.

Keywords: high school students; race; culturally responsive teaching; classroom environments; school environments; social isolation; educational success (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244019841923 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:9:y:2019:i:2:p:2158244019841923

DOI: 10.1177/2158244019841923

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().