This report examines the challenges and opportunities that Black students face in Los Angeles County. The report explores key academic and school climate indicators as they illustrate distinct differences between Black students and students of other racial and ethnic groups.
Noguera, Pedro, Joseph Bishop, Tyrone Howard, and S. Johnson. 2019. Beyond the Schoolhouse: Overcoming Challenges and Expanding Opportunities for Black Youth in Los Angeles County. Los Angeles, CA: Center for the Transformation of Schools, Black Male Institute, Graduate School of Education & Information Studies, University of California.
This report examines the challenges and opportunities that Black students face in Los Angeles County. The report explores key academic and school climate indicators as they illustrate distinct differences between Black students and students of other racial and ethnic groups.
Noguera, Pedro, Joseph Bishop, Tyrone Howard, and S. Johnson. 2019. Beyond the Schoolhouse: Overcoming Challenges and Expanding Opportunities for Black Youth in Los Angeles County. Los Angeles, CA: Center for the Transformation of Schools, Black Male Institute, Graduate School of Education & Information Studies, University of California.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
