This paper describes how the literacy achievement of low socioeconomic status 17 Black male middle school students in one classroom was influenced by culturally responsive teaching. The study employed a concurrent transformative mixed‐methods approach. Quantitative data consisted of pretest and posttest reading scores from the computer adaptive interim assessment, Measurement of Academic Progress during the 2017–2018 academic school year. Qualitative data included the teacher’s journal of reflective field notes. The findings suggested that pedagogy that mirrors students’ cultural values, beliefs, and lifestyles empowered students in ways that yielded improved literacy achievement for this group. This study added further support for the use of such pedagogy with Black male students as well as other potentially vulnerable populations.

中文翻译：

---

运用文化相关的教学法影响初中黑人男性学生的识字成绩

本文描述了低社会经济地位的扫盲成就17在一个教室中的黑人男性中学生如何受到文化响应型教学的影响。该研究采用了并行的转换混合方法方法。定量数据包括计算机适应性中期评估（2017-2018学年期间的学业进展衡量）的测验前和测验后阅读成绩。定性数据包括教师的反射性田野笔记日记。研究结果表明，反映学生文化价值观，信仰和生活方式的教学法以增强该群体识字率的方式赋予了学生权力。这项研究为黑人男生以及其他潜在弱势群体的这种教学法的使用提供了进一步的支持。