Cultural Issues in Comprehensive School Reform

Abstract

This article's primary interest is an exploration of the complexities of educational and social conditions encountered by African American males in public schools. It focuses on the ability and effectiveness of comprehensive school reform to overcome the barriers to learning that hinder the urban Black male student, such as concentrated poverty, drug use, and violence. Current trends in comprehensive school reform tend to overlook the importance of cultural relevancy and student/teacher cultural synchronization in educating Black males. As such, this article argues that efforts for the reform of policy and practice be conjoined with the recruitment of educators and school staff. Specifically, this article addresses the effectiveness of recruiting well-educated African American male teachers to teach in schools with large populations of African American male students.

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