Research Mentor(s): Andres Pinedo, Graduate Student
Research Mentor School/College/Department: Psychology, College of Literature, Science, and the Arts
Presentation Date: Thursday, April 22, 2021
Session: Session 2 (11am – 11:50am)
Breakout Room: Room 1
Youth are most influenced by their education when it comes to how they compose themselves in society and perceive worldly events. There is an extremely large gap in the American education system emphasized by a streamlined Eurocentric pedagogy that does not reflect the current state of the nation. The United States is a country made up of immigrants and people of diverse and drastic backgrounds. Yet, the education system has not deviated from idealizing the power of being a White christian to celebrating the many rich cultures that fill this nation. In effect, students, specifically non-white students, suffer from feeling detached from their education due to increased marginalization in the classroom. This literature review explores the effects of critical pedagogy on youth development and academic achievement. We hypothesize that the implementation of critical pedagogy in classrooms would allow non-white students to feel more connected to their education and therefore stimulate an increase in academic performance. Results from the literature review show a positive correlation between a culturally relevant curriculum or ethnic studies on academic success for non-white students in the United States.