Date of Award

2019

Document Type

Restricted Thesis

Terms of Use

© 2019 Cedric L. Lary. All rights reserved. Access to this work is restricted to users within the Swarthmore College network and may only be used for non-commercial, educational, and research purposes. Sharing with users outside of the Swarthmore College network is expressly prohibited. For all other uses, including reproduction and distribution, please contact the copyright holder.

Degree Name

Bachelor of Arts

Department

Educational Studies Department, Biology Department

First Advisor

Roseann Liu

Second Advisor

Vincent A. Formica

Abstract

One of the most difficult challenges for educators today is bridging the academic achievement gap between differing racial groups. On average, African American students perform below their Caucasian and Asian peers. Although these statistical findings give a quantitative way to measure inequality, the findings do little to explain the source of the problem and how we should address it. In this thesis, I explore how the social-historical perspective provides us with the best framework to understand the achievement gap and better support the educational needs of African American students. Through a literature review, this thesis will examine how the biological race perspective has misled the general public into believing that there are racial genetic differences that drive the differing levels of academic achievement. Next, this research will provide a socio-historical overview of African American oppression and how it has created the educational disparities we see today. Finally, the review will offer a broad overview of the pedagogical strategies that teachers have developed through an understanding of social history in order to support the psychological, social, and educational development of African American students.

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