| Summary: | Using data from the National Educational Longitudinal Study of 1988 (NELS:88), this study examines the effect of Culturally Relevant Pedagogy on the mathematics achievement of black and Hispanic tenth grade students. Data from the Teacher Questionnaire were used to develop an index of Culturally Relevant Pedagogy for each mathematics teacher and, through standard multiple regression analysis, determine the relationship between the teacher's use of Culturally Relevant
Pedagogy and the mathematics achievement of their black and Hispanic tenth grade students. Results from this study suggest that black and Hispanic students whose mathematics teachers emphasize an awareness of the importance of mathematics in everyday life, encourage their students to become interested in mathematics and encourage students to understand the applications of mathematics in the basic and applied sciences, will achieve more in mathematics.
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