The efficacy of the pedagogical practices of White teachers in relation to the experiences of African -American students in middle -level schools

Historically, African-American teachers teaching in segregated schools created an ideal learning environment for African-American children. Working closely with parents and the community, teachers often acted as othermothers for their students and were known for their effective pedagogical strategies and the social activism they promoted in the classroom (Beauboeuf-Lafontant, 1999; Foster, 1997; Siddle-Walker, 2001). However, with each passing decade, the role of the African-American teacher was diminished and the educational achievement of African-American students suffered as well. As fewer African-American college students chose to pursue teaching degrees, the teaching force became increasingly White. This study acknowledges the need to address the shortage of African-American educators by preparing White teachers to use the pedagogical strategies they need to meet the needs of their African-American students. Interviews, observations, and documents were examined in this study and nine White teachers and nine African-American middle level learners were the participants. The three major categories that emerged were: Culturally Relevant Pedagogy, Taking Care of Business, and "When She Says Jump, We Say How High".;Major findings from students and teachers revealed that White teachers, both male and female, are prepared to perform the role of the othermother, which is very important to African-American students, particularly early adolescents. However, the role of the culturally relevant pedagogue is a difficult role for White teachers to perform by virtue of the fact that they lack the cultural background needed to provide a culturally relevant pedagogy for African-American students. Also, White teachers, having had very little experience with "the struggle" that so many African-Americans are exposed to daily, cannot promote a social activism amongst their students which is such an integral part of a culturally relevant pedagogy. The White teachers also had difficulty commanding the respect and displaying the no-nonsense role of the preacher, a performance role that is typically exhibited by teachers who are effective with African-American students.