The purpose of this study is to examine the knowledge, instruction, and implementation of pedagogy practices in literacy that are culturally relevant and influence 8th grade Black male student growth and achievement. It is also important to examine the relationship between ethnicity and motivational literacy factors in school as reported by the educators that uphold the criteria of culturally relevant pedagogy inside and outside of the classroom.

Programming descriptions are generated by participants and do not necessarily reflect the opinions of SXSW.