From Cultural Responsiveness to Cultural Activeness: Promoting Public School Success with Minority Populations
A mismatch of initial teacher perceptions and classroom realities of working with African-American children ultimately have an impact on academic success. This paper reviews literature and discusses how the impact of teacher beliefs influence African-American student achievement. In addition, cultural activism and the creation of culturally responsive classrooms are also discussed. Teachers, counselors and school systems serve as a key component in protecting the academic prosperity of the African-American learner and are called to produce successful results.
||Cultural Responsiveness, Teacher Values
The International Journal of the Humanities, Volume 5, Issue 3, pp.205-212.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 507.076KB).
Assistant Professor, Department of Counseling, Texas Southern University, Texas, USA
Dr. Kimberly McLeod is an Assistant Professor in the College of Education's Department of Counseling at Texas Southern University. She has served in the K-12 public school system for over 10 years. Her experience includes professional accolades as a teacher, counselor and administrator. She has a particular interest in addressing the needs of schools that are embracing reform efforts and addressing the needs of minority students and students from low socioeconomic backgrounds. Her particular expertise is in the area of resiliency. She believes to achieve academic proficiency students must have a balance of academic and social integration in a rigorous curriculum. She currently teaches students in the graduate program for the University. She received a Bachelor of Science Degree from the University of Houston, University Park; a Masters of Education in Counseling and Guidance, a Masters of Education in Educational Administration and a Educational Doctorate in Counselor Education from Texas Southern University in Houston, Texas.
Prarie View A&M University, Department of Educational Administration and Foundations, Prairie View A&M University, Houston, Texas, USA
Prior to joining Prairie View A&M University, Dr. Tanner's experience included working as a consultant (leadership, diversity, and urban school reform), high school and middle school principal, Urban school personnel director, and high school teacher. He recieved his Doctorate of Education from the University of Houston, a Master of Education in School Administration and Supervision from Southern University, and a Bachelors of Arts in Social Studies/Education from Newberry College.
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