A variety of factors and agents, including teachers, influence children’s academic achievement. This multi-method study explores the diversity of perspectives among Black educators regarding what they believe Black students need to be successful in school. The data are derived from a cross-sectional survey study on the diverse identities, experiences, and pedagogical views of Black educators in the United States. Educators (N=238) who self-identified as Black or African American provided survey responses on their demographic backgrounds, teacher education experiences, and attitudes toward teaching. They also responded to an open-ended question, which is the focus of this study: “What do African American/Black children need in order to be successful in school today? Please explain.” We conducted a thematic open coding analysis of the open-ended responses. Our analysis showed overarching themes of social, institutional, and emotional support as key factors in the academic success of Black students. Additionally, we present patterns in the open-ended data based on quantitative data—the educators’ demographics (e.g., gender, birth cohort), teacher education backgrounds (e.g., Historically Black College or University graduate vs. not) and attitudes, and teaching contexts (e.g., urban vs. not). The findings help to illuminate the kinds of support Black educators believe Black students need to be successful in school today, which may be utilized to inform educators, policymakers, parents, and others in future decision-making around children’s academic pathways, laws, and policies.

Most early childhood education programs were originally designed to help close the school readiness gap between children from more affluent backgrounds and those from low-income and economically marginalized backgrounds. Early childhood education is a program that serves young children between 3-5 years old. Targeting children’s most critical learning years may assist in advancing later academic and social-emotional skills. Unfortunately, high-quality early childhood education in the U.S. is minimally accessible for Black children, when accessible more than half of those preschools only offer part-day schooling while less than 50% offer full day and less than 20% offer both. Sixteen percent of preschools serve children from marginalized backgrounds and another 25% align their services with low-income families. Access to early childhood education programs is impacted by racial disparities in out-of-school discipline that start in the very early stages and trickle throughout the formal years of education. For example, Black children in the preschool system, only make up 18% of enrollment yet represent 48% of preschools who are suspended multiple times. Eleven percent of Black students are suspended 3 times more than their white counterparts yet they make up less of preschool enrollment and Black girls are suspended at higher rates than any of their other racial counterparts. Data states that students who are in the juvenile justice system more than likely have been suspended or expelled and students who experience out-of-school suspension and expulsion are up to 10 times more likely to drop out of high school than their counterparts.

Music is a foundational piece of African American culture, and this key cultural component is no exception within the realm of higher education. Historically Black Colleges and Universities across the country have redefined and revolutionized what marching bands look and sound like. Marching bands at HBCUs have played a key role in the culture of these college campuses, but they are more than just a source of culture. Although the cultural context of these marching bands are beyond exceptional, they also play a large role in developing minority students' academic success, personal growth, and professional development. This study uses a semi-structured interview approach in order to explore the depth of participants' experience within their respective HBCU marching band programs. By exploring the effect marching bands at HBCUs have on their students, we will be able to understand how to provide culturally relevant pedagogy that goes beyond the traditional classroom environment.