Despite progress over the past decade in math and reading, proficiency scores of African American boys continue to trail behind those of White, Latino, and Asian male counterparts. African American boys’ reading and math disparities have been attributed to the negative portrayal and the pervasive deficit-oriented discourse about these young men. Using salient characteristics of organizational culture as a framework, this paper offers strategies for creating a culturally responsive environment that supports and promotes high academic performance among African American boys. Attention is given to policy, practice, personnel, programs, and process in schools and their role in culturally competent approaches for improving schools and individual academic achievement.
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