The Effects of Africentric United States History Curriculum on Black Student Achievement

By Worokya Duncan.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Relationships between United States history curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP: STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement, and between curricular design and self-efficacy.

Keywords: History Curriculum, Black Student Achievement, Standardized Testing, Achievement Gap

International Journal of Pedagogy and Curriculum, Volume 19, Issue 1, pp.49-55. Article: Print (Spiral Bound). Article: Electronic (PDF File; 207.305KB).

Dr. Worokya Duncan

8th Grade Teacher, United States History, Queens, New York, USA

Dr. Worokya Duncan is a professional educator with over 14 years of classroom experience, a Doctoral-level education, a great deal of energy, and a commitment to students. Over the course of her career, she has taught both elementary and middle school students in a variety of subjects including United States history, literacy, and science. She holds a Bachelor of Arts in public policy studies and political science, two Master degrees in theology and education, and an Ed.D. in curriculum and instruction in education. She pursued research in Africentric curriculum in a quest to provide options in effecting true positive change in eliminating the race-based education achievement gap. Through professional development sessions, lectures, workshops, and seminars, she illuminates the hidden and often ignored issues affecting education in the United States.