Telling Their Side of the Story: African-American Students' Perceptions of Culturally Relevant Teaching

By T. Howard. 2001

376 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/61bd31daef0f8922a9e601cff4d7ab6e146ff671

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Citations in the corpus

From Opposition to Engagement: Lessons from High Achieving African American Students (2008, background): “The purpose of this study was to explore the experiences of African American students and to explain the progress they believe is necessary to improve achievement across the nation ( Howard, 2001 ).”
Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students (2010, background): “…throughout the current literature (Dillon, 1989; King, 1991, 1993; Cooper, 2002; Parsons, 2005) and many teachers of other ethnicities clearly exhibit care for African American students and work hard to see them succeed (Ladson-Billings, 1995; Howard, 2001a, 2001b; Cooper, 2002; Irvine, 2002).”
Urban Teachers’ Professed Classroom Management Strategies (2004, background): “Howard (2001) elicited African American elementary students’ perceptions of culturally relevant teaching strategies within urban contexts.”
Effects of Locus Control on African American High School Seniors' Educational Aspirations: Implications for Preservice and Inservice High School Teachers and Counselors (2003, background): “In some cases, these teachers operate and rely on stereotypical beliefs about different ethnic minorities (Graham, 1991; Johnson & Johnson, 2002), such as African Americans (Howard & Hammond, 1985), which results in instruction that adheres to deficit models-pedagogies that discount the knowledge th”
The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations (2008, background): “…that runs counter to a “colorblind” or “race-neutral” model, which presumes that progress toward racial equality only occurs when we stop attending to race and ethnicity (see, e.g., Howard, 2001; Lewis, Chesler, & Forman, 2000; Markus, Steele, & Steele, 2000; Plaut, 2002; Plaut & Markus, 2007).”
Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities (2008, background): “For culturally responsive teaching, Howard (2003) theorized that teachers need to engage in critical teacher reflection.”
Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “Researchers and theorists have attempted to bridge reflective thinking with that of race (Howard, 2001; Milner, 2003a, 2003b) and stressed the importance of the cultural context of learning (Milner, 2003b; Rios, 1996).”
Working with Communities to Explore and Personalize Culturally Relevant Pedagogies (2007, background): “In addition, though caring relationships with students often surface as critical to culturally supportive teaching (Beauboeuf-Lafontant, 2002; Dixson, 2003; Gay, 2000; Howard, 2001), the characteristics of these relationships may differ markedly from caring as defined by many prospective teachers.”
In Search of Cultural Themes and Their Expressions in the Dynamics of Classroom Life (2005, background): “…between the cultural themes manifested by many low-income African American students and those promoted in their classroom lives (Boykin, 1986; Delpit, 1995; Gay, 1975; Gilmore, 1985; Hale, 2001; Howard, 2001; Stokes, Kibour, Martin, Miller, & Wilson, 1996; Teel, DebruinParecki, & Covington, 1998).”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “…increase in the professional literature on empirical works concerned with CRP (Esposito & Swain, 2009; Foster, 1993; Gay, 2000; Hollie, 2001; Howard, 2001a; Ladson-Billings, 1995a; Lee, 1995, 1998; Lipman, 1995; Lynn, 2006; Moll, Amanti, Neff, & Gonzalez, 1992; Moll & Gonzales, 2004;…”
"A Tug of War for Our Minds:" African American High School Students' Perceptions of their Academic Identities and College Aspirations (2003, background): “A number of scholars have sought to examine school factors and nonschool factors at the K-12 level that may contribute to this growing problem (Ford & Harris, 1999; Ladson-Billings, 1994; Howard, 2001a).”
Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy (2007, background): “Various scholars have concluded that drawing from students’ cultures to inform one’s teaching—culturally responsive pedagogy—is one way to address this concern and improve learning opportunities for students of color (Garcia, 2004; Gutierrez & Rogoff, 2003; Howard, 2001; LadsonBillings, 1994).”
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives (2016, background): “A second limitation is that culturally relevant teaching is primarily determined from the researcher’s or teacher’s perspective, rather than the students’ (Howard, 2001).”
Urban Teachers' Use of Culturally Responsive Management Strategies (2003, background): “Howard (2001), through his interviews with urban African American elementary students, discovered that students preferred, “teachers who displayed caring bonds and attitudes toward them, and teachers who establish community- and family-type classroom environments” (p. 131).”
Beyond a Test Score (2012, background): “Researchers have found that conflicts, incongruence, and inconsistencies that educators and students encounter in the classroom can limit students’ learning opportunities (Delpit, 1995; Foster, 1997; Howard, 2001; Irvine, 2003).”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, background): “Students prefer teachers who enact caring attitudes, establish community and family type environment, and make learning fun (Howard, 2001).”
African American Males in Urban Schools: No Excuses—Teach and Empower (2007, background): “Irvine (2003) explained that teaching is about establishing and maintaining caring relationships, and it is about what Collins (1991) called other mothering, and I add other fathering.”