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Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care

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Abstract

There are complexities in how care in schools is perceived by students and how achieving culturally relevant caring necessitates a deeper level of engagement. This case study delves into the perspectives of thirteen Black and Latiné students attending a justice-themed high school, focusing on their perceptions of caring orientations within the teacher-student relationship from the lens of culturally relevant caring. The findings highlight caring manifested through Knowledge, Receptivity, and Engrossment, noting that caring doesn't always serve as a pathway to justice. Furthermore, it explores caring through a critical community-based justice curriculum and caring through the building of racial solidarity. The implications for pedagogy are also discussed.

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Authors and Affiliations

  1. Lake Forest College, Lake Forest, USA

    Patricia Buenrostro

  2. University at Buffalo, Buffalo, USA

    Monica L. Miles

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  1. Patricia Buenrostro
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  2. Monica L. Miles
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Correspondence to Monica L. Miles.

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Buenrostro, P., Miles, M.L. Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care. Urban Rev (2024). https://doi.org/10.1007/s11256-024-00689-6

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