Abstract

A mismatch of initial teacher perceptions and classroom realities of working with African-American children ultimately have an impact on academic success. This paper reviews literature and discusses how the impact of teacher beliefs influence African-American student achievement. In addition, cultural activism and the creation of culturally responsive classrooms are also discussed. Teachers, counselors and school systems serve as a key component in protecting the academic prosperity of the African-American learner and are called to produce successful results.