Culturally responsive teaching

Before diving into this column, I want to be clear: This is not a critique of any one school, district, or institution. This is a broader reflection: a blend of research, observation, and personal experience on the current state of education for Black boys in America.

Educating Black boys is not about fixing or controlling them; it is about freeing them, allowing them to think critically, grow individually, and serve collectively. As I mentioned in a previous article, we must recognize the greatness of each Black boy because they are often misunderstood, mischaracterized, and marginalized. 

If we claim to be serious about supporting and helping Black boys rise in and out of the classroom, then Culturally Responsive Teaching should be an answer to the question: “How do we effectively educate Black boys in our learning community?”

For those who may not understand the term Culturally Responsive Teaching, it is a form of teaching that affirms identity, honors lived experiences, and builds bridges between school and community.

Zaretta Hammond, a well-known educator and author of the book “Culturally Responsive Teaching and the Brain,” defines Culturally Responsive Teaching as:

“An educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the students know to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connection to the student in order to create a safe space for learning.”

In other words, what does this say to our Black boys? ‘You matter. Your story matters. Your history matters. Your voice matters. Your presence matters.’

This means classroom instruction reflects history, language, culture, and community realities as central ingredients of learning. Research shows:

• When Black boys see themselves in the planned curriculum, classroom engagement increases.
• When Black boys feel respected, behavior improves.
• When Black boys feel like school honors their personal identity, achievement rises.

As we know, Black boys often face:

• Disproportionate discipline rates compared to other students.
• Lower academic expectations than other students.
• Curriculum designed without them in mind.

Culturally Responsive Teaching can interrupt those patterns. When implemented with intention, we can see positive shifts in the learning environment for Black boys. I once heard a statement that schools can adopt: Change the mindset toward Black boys from “at-risk” to “at-promise.”

Black History Month is not a decoration for February; it can be a pathway into truth and encouragement.

Consider these facts:

• Carter G. Woodson founded Negro History Week in 1926, which later became Black History Month. He believed that if a people have no recorded history, they have no identity. His mission was clear: Teach the world, and Black children, the truth about Black achievement.
• Dr. Martin Luther King Jr. was more than just a dreamer. He was a strategist, scholar, pastor and theologian. Teaching Black boys about his intellectual discipline helps them see activism and education as connected.
• Thurgood Marshall, before becoming the first Black U.S. Supreme Court Justice in 1967, successfully argued Brown v. Board of Education to help dismantle school segregation. That history connects directly to the classrooms educating Black boys today.
• Dr. Mae Jemison became the first Black woman in space in 1992. Representation in STEM expands imagination. Black boys must see Black excellence in science.

Implementing culturally responsive teaching

1. Choose a Curriculum that Reflects the Truth: Add Black scientists, educators and authors year-round. Connect today’s leaders with historical leaders.
2. Relationship Before Academic Rigor: Celebrate small wins.
3. Restorative Discipline: Teach conflict resolution.
4. Voice and Leadership: Allow Black boys to lead discussions, mentor younger students, and take advantage of leadership opportunities.
5. Consistent High Expectations: Regardless of what standardized testing says about Black boys, they are more than data. Never lower the bar.
   

Think about this:

• Do my classroom materials reflect the brilliance of Black history beyond slavery and civil rights?
• How and when do I affirm Black boys publicly for intellectual contributions — not just behavior?
• Do I hold Black boys to the same high academic standards as all students without unconscious bias?

Let’s Rise Together.

Richard D. Terrell is a native of Minneapolis, MN. He is the father of three: Zyree, Raymond andVivian. Richard has a passion for community, education, and youth development. For the last 20years, he has served at various schools working with and supporting students, families, andteachers.

He currently serves as an assistant principal with Saint Paul Public Schools. For moreinformation on Richard D. Terrell or to purchase his book “Letters to my Young Brothers: Thereis Hope!” visit his website at www.mrrichardterrell.com.