Effect of Cultural Congruence and Leadership Practices on the Academic Achievement of African American Students Post-Enactment of Brown V. Board of Education in the State of Delaware
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Since Brown v. The Board of Education (1954), the demographics of the United States pre-kindergarten through grade 12 (K–12) public schools are dramatically changing as student populations are becoming more diverse. Even though, years have passed since the lawful end of racial segregation in American school systems, many factors still plague our student academic achievement. This comparative case study analyzed how school integration, and the cultural congruence of teachers of African American students pre- and post-enactment of Brown v. The Board of Education affects student achievement. This case study analyzed, compared and contrasted the selected case studies i.e. The Relationship between Socio-Economic Status and the Academic Achievement of Culturally Diverse Students (Ford, 2013), African American Students’ Experiences, Achievement and Outcomes; Examined Through the Lenses of Teacher Expectations, Racial Congruence and Stereotype Threat (Postell, 2011), and A Study of the Relationship of Student-Teacher Racial Congruence and Student Achievement (Strange, 2011) to find out how this landmark case has effected minority students in the United States, particularly in the state of Delaware. Student-teacher relationships appeared to be a common thread among the four themes that emerged from the analysis. Conversely, when no student-teacher relationship formed, stereotype threat was activated, making it difficult for the participant to succeed. The observations of the analysis of the three case studies established that the use of a strategic approach, including evidence-based practices, is vital to sustaining effective culturally responsive instructional strategies and pedagogy for increasing academic achievement of minority students.