Kandice Howland

SBS 318
June 28, 2016
Critical Response #4

Equality in education for children has not been equal physically, materially, or

mentally in the past. In Cunningham and Boykins article Enhancing Cognitive and

School Performance of African American Children, he tells how education has

improved. He accurately supports his claim by stating that teachers, research, and

culture that need to be implemented in order to do so.

By having classroom materials that incorporate the students culture, it creates a

link between understanding reality. Teacher and student also have an understanding of

one another which contributes to better student learning (Hammond, 1994). In the end,

the student will be able to take more learning experience away from the classroom

when culture is incorporated.

Conducting research is the second way one can tell a child is advancing.

Research has to be planned and task-oriented. Looking at behavioral patterns, such as

sharing, show that the student is ready for communication and socialization. Research

like this proves that the theme of community in the African culture relates to students.

Lastly, teachers have a responsibility for a childs learning. Teachers rate

students to test skill level. When children are rated unfairly, that puts students at an

immediate disadvantage. Factors such as the classroom environment, content, and

attitude of the teacher are highly influential.

 Instead of assuming that African American children are below average or

non-capable of certain classroom functions, researchers need to help teachers

understand how culture plays a huge role in the classroom and how to include it.

Works Cited

Cunningham, R. & Boykin, W. Enhancing the cognitive (and school) performance of

African American children: The infusion of Afro-Cultural research-based

practices.in applications of black perspectives. Print.

Darling-Hammond, L. (1994). Professional development schools: Schools for

Developing a Profession. New York: Teachers College, 1994. Print.