This study examined the preferences of African American children toward culturally relevant and non-culturally relevant curriculum, through a six-week series of lessons in an American History classroom. Culturally relevant curriculum encompasses the ethnic reality of the child, and utilizes everyday practical experiences, as well as historical artifacts, to support academic engagement. Culturally relevant lessons included oral traditions, music, ethnic relationships and differences, and a structured culturally relevant field trip. Non-culturally relevant lessons are administered devoid of cultural referents, and were administered utilizing the existing curriculum of the study classroom.

This study utilized a mixed methods triangulated research design with researcher as teacher. A structured student questionnaire was administered after each lesson assessing student positive or negative regard for each lesson. The study was conducted within a mixed grade (9-12) classroom in an ethnically diverse high school setting in Northeast Denver.

Student evaluation of culturally rich curriculum has the potential to yield important information regarding the academic preferences and academic motivating factors of African American children, when utilizing culturally relevant curriculum. The information gained from this study may inform the process of inclusion of culturally relevant curriculum in classrooms, and can provide valuable insight into lessons that appeal to African American children.