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Supporting Students from Minority Backgrounds

Épryl King, M.Ed., a Doctoral Candidate at Indiana University of PA, explores the factors contributing to higher academic achievement for minority students. Drawing on extensive research, including findings from Harvard and the Love to Read Project, she emphasizes the importance of parental involvement, culturally responsive instruction, and community support. King presents success stories from 90/90/90 schools, demonstrating that with effective practices, schools can create an inclusive environment that bridges the gap between home, school, and communities, paving the way for all students to thrive.

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Supporting Students from Minority Backgrounds

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  1. Supporting Students from Minority Backgrounds • Épryl King, M.Ed. • Doctoral Candidate, Indiana University of Pa.

  2. Research on the Minority/White Gap • What factors contribute to higher academic achievement for minorities? • Parental Involvement • Research from Harvard • Love to Read Project • Identity (race) • Life meaning (inspiration, history, integrity) • Parenting Practices • Authoritative (firm, but nurturing) • Students’ home behaviors

  3. Research on the Minority/White Gap • Culturally Responsive Instruction and Practices • Research from Gay (2000), Ladson-Billings (1995), Taylor (in progress) • Culturally validating and affirming • Legitimacy of cultural heritages • Worthy content • Builds bridges between home and school • Variety of instructional strategies/learning styles • Know and praise own culture • Incorporates multicultural info in ALL SUBJECTS, ALL YEAR • Communicate High Expectations through Strong Encouragement (Ferguson, 2001)

  4. Research on the Minority/White Gap • Community Resources and Support • Research from Taylor (in progress) • A Garden Metaphor (students’ academic environment includes community) • School --------- community/parents/churches • Business community: Celebrate academic achievement (rewards)

  5. Research on the Black/White Gap • Success Stories • 90/90/90 Schools • Dame-Dame Schools (University of Pittsburgh) • 85% or more African-American • 85% or more low-income backgrounds • 85% or more proficient

  6. Research on the Black/White Gap • Success Stories

  7. Success Stories • Locally • Pittsburgh Public Schools (Fulton Academy) • High percentage of African-American students • High percentage of students from low-income backgrounds • 2012 PSSA Scores • All Students Math = 87% • Black Students Math = 86% (n=113/129) • All Students Reading = 62% • Black Students Reading = 60%

  8. What can I do to help close the achievement gap for minority students? • Parents • Parenting practices that are consistent with high academic achievement • Increased parental involvement • Educators • Culturally responsive practices • Businesses • Support academic achievement • Churches/Community Organizations • Celebrate academic achievement

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