Abstract
The community discourse of education repeatedly contemplates the question: why does a majority of black children dislike or struggle in school? Educators across the country are asking that very same question in the classrooms of America. Taking a deep dive through African American history might uncover the answer. During the time of slavery, around 1831, it was against the law for blacks to read and write; that is where many scholars believe the disconnection of education first took root with black students and the “Achievement Gap” was born. In a research study by Greenberg, Kalogrides, Shores, and Valentino (2011), review the cause of gaps in student achievement between low-income minority students (mainly black students) and low- to middle-income white students. "Equality of Educational Opportunity" (more widely known as the Coleman Report), commissioned by the U.S. Department of Education in 1966, suggested both in-school factors and home/community factors impact the academic achievement of students and contribute to the gap. Scholars believe the reason for this phenomenon lies in black history in the US and desegregation in the 1960s (hooks, 2003, p. 34). The purpose of this project was to create an anthology for 9th grade that addressed the absence of African American literature from the standards curriculum. The study of African American literature indicates that the American ethnic populations were deliberately divided for exploitation and specifically for economic gain. In addition, the teaching methodologies of African American Women Literature in secondary Grade 9 are inequitable and teachers need a different strategy to empower students. African American students feel alienated because their culture is underrepresented in school curriculum. A student learning about his or her culture not only improves individual self-esteem and provides a sense of identity but raises their grades and increases interest in school (hooks, 1999). Thus, proponents of African American Women Literature being included in mainstream curricula believe that increasing its usage in schools will promote cultural identity, improved self-esteem, and correct many of the myths supported by the Eurocentric curriculum.