Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) that specifically targets and disrupts biases in the classroom concerning the education of Black youth. Ladson-Billings (1995) sought to transform an educational system designed to teach students the necessary skills required to succeed in mainstream society. She studied models of instruction that included observations of students in their home environment (Ladson-Billings, 1995).