Date of Award
Summer 6-22-2024
Degree Type
Dissertation/Thesis
Degree Name
Doctorate of Education
Department
Bagwell College of Education
Committee Chair/First Advisor
Dr. Nicholas Clegorne
Second Advisor
Dr. Albert Jimenez
Third Advisor
Dr. Chinasa Elue
Abstract
Culturally Relevant Pedagogy is a method of education that promotes an inclusive and empowered learning environment by acknowledging and valuing students varied cultural origins. CRP is especially important for tackling the ongoing achievement discrepancies encountered by high school Black Male students in the context of mathematics instruction. This abstract emphasizes the value of culturally sensitive instruction in enhancing black male students' mathematics learning results and experiences.
This research will examine the difficulties faced by Black male students in Mathematics classes, including prejudice, a lack of cultural representation in the curriculum, and a lack of relevance between the subject matter and the students' actual experiences. By combining aspects of students' cultural origins, experiences, and interests into the mathematics curriculum and instructional strategies Culturally Relevant Pedagogy presents a possible answer.
In order to overcome the inequities experienced by black male students, this research highlights the essential necessity for teachers, policymakers, and stakeholders to embrace and integrate culturally sensitive teaching approaches into mathematics education. We can enable these students to succeed in math and other academic endeavors by building culturally affirming and inclusive learning environments, releasing their full potential, and advancing equity in education.
Included in
Adult and Continuing Education and Teaching Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons