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Urban Education
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In Search of Cultural Themes and Their Expressions in the Dynamics of Classroom Life

A. Wade Boykin

Howard University

Kenneth M. Tyler

University of Kentucky

Oronde Miller

Howard University

This qualitative study investigates the existence of cultural themes in classrooms serving low-income African American students. A classification scheme categorizing classroom dynamics that evidenced cultural themes is developed and used to record teachers and students'behaviors. Four hundred sixty classroom observations are specified to either a mainstream or Afrocultural ethos. Results support the home-school cultural misalignment argument. There are more observations of mainstream classroom behaviors than Afrocultural ones. Mainstream cultural themes emerge from teacher-initiated behaviors, whereas Afrocultural themes are most often recorded as student-initiated behaviors. Instrumentation limitations and implications of the observed cultural dissonance between teachers and students’ behaviors are discussed.

Key Words: culture • culturally relevant pedagogy • African American student achievement • school culture

Urban Education, Vol. 40, No. 5, 521-549 (2005)
DOI: 10.1177/0042085905278179
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