Teacher Perceptions on African American and Hispanic Student Achievement: A Basic Qualitative Study

Date

2024

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Gaps in student achievement are evident when comparing the test scores of minority African American and Hispanic students and non-minority students. The United States public educational system began with students separated on the grounds of race. Stereotypes, attitudes, and perceptions are perpetuated and become engrained in the practices of teachers, affecting student learning. The problem is that teacher experiences and perceptions influence the academic achievement of secondary African American and Hispanic students in English language arts (ELA) and mathematics compared to their non-minority counterparts. The purpose of this basic qualitative study was to explore secondary teachers’ perceptions regarding African American and Hispanic students’ academic achievement in English language arts (ELA) and mathematics compared to their non-minority counterparts in central South Carolina. There is a lack of literature on the perceptions of teachers directly involved in teaching African American and Hispanic students. The theoretical framework, comprising motivational theory and transformational theory, provided a basis for understanding the perceptions teachers may have about African American and Hispanic student achievement and how change may occur. Participants were engaged in open-ended questions in interviews to share perceptions of student achievement and instructional practices. Interview results were transcribed, categorized, and used to identify trends and common perceptions among teachers. Key findings of the study were that teachers perceived African American and Hispanic students as more challenging to teach due to home life issues and language barriers.

Description

Keywords

achievement, culturally responsive pedagogy, inclusion, minority, perceptions, relevance

Citation

DOI