Addressing the achievement gap in marganilized [i.e., marginalized] BIPOC populations

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Elizabeth Harley Bryan (Creator)
Western Carolina University (WCU )
Web Site:
Lori Unruh

Abstract: There is a significant achievement gap between marginalized minority students and their white peers. The achievement gap is well-documented, and it is theorized that both home and school factors contribute to the problem. This study aimed to see if targeted teacher training in Asset Based Pedagogy (ABP), Social Emotional Learning (SEL), and culturally responsive literature has positive outcomes on student engagement and academic achievement in a 6-week summer academic and enrichment program in Asheville, NC. To test the hypothesis that the provision of targeted teacher training and implementation support in the practices of ABP, SEL, and CRL during the 2021 Horizons at CDS summer program will result in significant academic gains in the student population, the STAR academic assessment was be given at the beginning and end of the 6-week program. In addition, the teachers took a survey before their training and at the conclusion of the summer program to assess their knowledge and comfort with these three practices during the training. A Teacher Implementation Survey was also used to assess weekly implementation of ABP, SEL, and CRL. which was reviewed in a weekly meeting with the researcher. Finally, a student survey was used to assess the student’s perception of their own engagement and academic success.

Additional Information

Language: English
Date: 2022
Academic achievement
Students, Black
Hispanic American students
Indigenous American students
Muslim students
Racial justice in education
Teachers -- Training of
Asian American students
Culturally relevant pedagogy

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