A case study of a Black independent school: Reflections on cultural resonance in an elementary and pre-school setting

Alternative schools have been established in inner-city communities across the nation as a result of dissatisfaction with the quality of education in public schools (Barth, 1990; Freire, 1970). A high percentage of inner-city students are Black and Latino from poor and working class families. This study presents a descriptive analysis of a Black Independent alternative school comprised of an African-centered community of learners that has concentrated on achieving cultural and linguistic resonance.; Black Independent Schools may be more successful than public schools at educating the majority of African Americans, but little scholarly research has been conducted to add credibility to the value of these alternative schools. Such research is particularly needed now since the current school reform movement in some states allows alternative schools to become charter schools, publicly-funded schools that provide a viable alternative to public school education.; Grounded in historical context, this study begins with the assumption that cultural and linguistic sensitivity is important to students' school success. Throughout this work, I use the term “cultural resonance” to reflect the ambiance of cultural and linguistic sensitivity in the school community. My goal is to contribute to the formation of a complex, advanced level of understanding of how cultural and linguistic resonance of learners in a school environment influence the quality of the education.; Throughout this study, I sought to determine how the philosophy and values of this Black independent school shaped its curriculum and pedagogy. Primarily, I gathered data through interviews on the perspectives of various stakeholders associated with the school—founders, board members, administrators, teachers, parents, and students. The data was used to ascertain what values and beliefs these groups held around the need for cultural and linguistic resonance in the school, how they identified such resonance in the education the school offers, and what significance these groups attached to the relationship between such resonance and student success.