Using multimedia to engage African American children in classroom discourse

The purpose of this study is to examine the discourses that emerged among third- and fourth-grade African American students and their teachers as they read stories about the Underground Railroad and complete a computer module. The study is framed by emergent, sociocultural, and critical race perspectives. Qualitative methods are used to determine the amount and quality of science discourse that emerged in three urban classrooms. Results show culturally relevant texts engage students and teachers in high levels of classroom discourse that is rich in science content. Students are also successful on the science section of a computer-based assessment, suggesting culturally relevant multimedia is effective in science instruction. Findings also reveal the use of culturally relevant multimedia supports science inquiry and changes the social norms and discourse dynamics in classrooms when issues of racial injustice are addressed.