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Resumo

Historically, educators and policymakers have viewed Black students from a deficit lens, often presuming they lack the necessary skills needed to become academically successful. Today, teachers have countered deficit framing of Black students by learning more about and incorporating Black students' assets and critical views of the world into their learning. One issue teachers run into, however, is knowing how to incorporate Black students' cultures in their classroom learning. Using an embedded case study, this study analyzes how one white teacher draws on Black students' cultural capital and the ways it impacts students' classroom experiences. Findings reveal that disconnecting Black students' cultural capital from their classroom learning is still an issue for teachers, resulting in simplistic assignments for Black students. This study also reveals that teachers may not know enough about Black students to draw on their cultural capital. Implications share that understanding Black students' cultural capital is another way to expand what more teachers need to know about students to deepen their practice and aid in Black students' academic success.

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