Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community

The topic of the achievement gap is perceived to be a "taboo" topic at an elementary school where the African American students have failed to meet their target goal on standardized testing every year since measurements have been published. Sources of Data: Twenty-five teachers responded to a questionnaire about 40 historical African American figures African American, all of whom were perceived to have left a lasting legacy of relevance to all people regardless of race or culture. Following the survey, two focus group sessions and two interviews were conducted. Conclusions Reached: Teachers and all those from the school's professional teaching community, who participated in the study, embraced the opportunity to engage in a discussion of race, culture and achievement. Teachers welcomed the idea of a culturally-relevant pedagogy and were observed to need support in grasping the broader scope of the concept. Teachers found it difficult to discuss a single, marginalized group and generally targeted language, vocabulary, and class as reasons for the achievement gap of African American students.