Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework

Race and disability produce a complex set of challenges for school leaders seeking to provide equitable opportunities for African American students and families. Culturally proficient school leaders and their influence in schools is second only to classroom instruction. Although concern is often foc...

Full description

Bibliographic Details
Main Authors:	Angela Clark-Louque, Yvette C. Latunde
Format:	Article
Language:	English
Published:	Frontiers Media S.A. 2019-05-01
Series:	Frontiers in Education
Subjects:	African American families disproportionality culturally proficient leadership dual capacity and funds of knowledge disabilities
Online Access:	https://www.frontiersin.org/article/10.3389/feduc.2019.00033/full

id	doaj-f49523a49c44425abc70376c99bbbfd2
record_format	Article
spelling	doaj-f49523a49c44425abc70376c99bbbfd22020-11-25T02:56:28ZengFrontiers Media S.A.Frontiers in Education2504-284X2019-05-01410.3389/feduc.2019.00033375011Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building FrameworkAngela Clark-Louque0Yvette C. Latunde1Department of Educational Leadership and Technology, College of Education, California State University, San Bernardino, San Bernardino, CA, United StatesDoctor of Organization Leadership Programs, College of Education, University of La Verne, La Verne, CA, United StatesRace and disability produce a complex set of challenges for school leaders seeking to provide equitable opportunities for African American students and families. Culturally proficient school leaders and their influence in schools is second only to classroom instruction. Although concern is often focused on student achievement, little attention has been given to how schools have fallen into re-segregation practices that lead to gaps in opportunity and achievement for these students. Realizing that there are steps school leaders can take to address re-segregation practices and inequities, we offer recommendations and strategies for addressing schools' disproportional segments of special education, discipline, and Gifted and Talented Education (GATE) programs by using culturally proficient leadership and a dual capacity building framework.https://www.frontiersin.org/article/10.3389/feduc.2019.00033/fullAfrican American familiesdisproportionalityculturally proficient leadershipdual capacity and funds of knowledgedisabilities
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Angela Clark-Louque Yvette C. Latunde
spellingShingle	Angela Clark-Louque Yvette C. Latunde Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework Frontiers in Education African American families disproportionality culturally proficient leadership dual capacity and funds of knowledge disabilities
author_facet	Angela Clark-Louque Yvette C. Latunde
author_sort	Angela Clark-Louque
title	Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework
title_short	Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework
title_full	Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework
title_fullStr	Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework
title_full_unstemmed	Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework
title_sort	addressing inequities in african american student achievement: using cultural proficiency and a dual capacity building framework
publisher	Frontiers Media S.A.
series	Frontiers in Education
issn	2504-284X
publishDate	2019-05-01
description	Race and disability produce a complex set of challenges for school leaders seeking to provide equitable opportunities for African American students and families. Culturally proficient school leaders and their influence in schools is second only to classroom instruction. Although concern is often focused on student achievement, little attention has been given to how schools have fallen into re-segregation practices that lead to gaps in opportunity and achievement for these students. Realizing that there are steps school leaders can take to address re-segregation practices and inequities, we offer recommendations and strategies for addressing schools' disproportional segments of special education, discipline, and Gifted and Talented Education (GATE) programs by using culturally proficient leadership and a dual capacity building framework.
topic	African American families disproportionality culturally proficient leadership dual capacity and funds of knowledge disabilities
url	https://www.frontiersin.org/article/10.3389/feduc.2019.00033/full
work_keys_str_mv	AT angelaclarklouque addressinginequitiesinafricanamericanstudentachievementusingculturalproficiencyandadualcapacitybuildingframework AT yvetteclatunde addressinginequitiesinafricanamericanstudentachievementusingculturalproficiencyandadualcapacitybuildingframework
_version_	1724713939562921984

Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework

Similar Items