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Culturally Relevant Pedagogy

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The United States has an increasing ethnically and racially diverse population. According to the U.S. Census Bureau (2012), the U.S. population is projected to be considerably older and more racially and ethnically diverse by 2060. By then, groups that are commonly referred to as racial minorities, will make up the majority of the U.S. population. With the constant increase in this country’s diverse population, public schools are also becoming more diverse. Given the wealth of diversity in our nation 's public schools, it is no wonder that instructional theory is promoting a shift toward a teaching style that emphasizes a feasible and academically enriching environment for students of all ethnicities and races. James Banks (1997, as cited by Hanley) writes that by the year 2020, 46% of the students in public schools will be children of color and 20.1% of all children will live in poverty. Since the majority of teachers are from a middle class White-American background, it is imperative that these teachers are prepared to address the various learning needs of such a diverse student …show more content…

This way of teaching uses students’ cultural norms, background knowledge, and experiences to inform instruction. The commitment to culturally responsive instruction, provide students of color with opportunities to connect their learning to their everyday lives. This is an advantage regularly afforded to middle-class white students, as a result of the cultural affinity in the curriculum being attuned in their favor. Culturally relevant teaching grants students of color a real opportunity to engage with the curriculum because it “empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings,

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Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.

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There are certain tools that are essential in schools for the success of education. Whether it be reading, writing, comprehending, or problem solving; these are all tools that are advantageous to possess in one’s education. Unfortunately, not all groups are able to acquire all these tools as easily as other groups are. It is unequivocal that education plays a major role in one’s future, but certain students cannot achieve their ideal education because of the lack of a proper education system. This is what leads to the inequality in education for students of color who are from an underprivileged area, compared to students on the contrary.

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The article written by Ashley Griffin and Hilary Tackie “Through Our Eyes: Perspectives and Reflections From Black Teachers” divulges a seldom insight at the roles and responsibilities Black teachers in America take-on in our current education system. It raises an important question about what can be done to attract more teachers of color to get into the education field, but more importantly what can be done to reduce the burden and stress held by Black teachers trying to relieve the plight of black students struggling in our schools. Having the ability to connect through shared similar experiences in their own lives is one of the most beneficial characteristics Black teachers have with their students.

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Teachers who are fully committed to multiculturalism and anti-racism may fail to see how their own beliefs and values may get in the way of their good intentions towards their Black students (Guess, 2006). As an example of the tensions inherent in Whiteness, White people will admit to being Americans, but are uncomfortable being White though they accept the privileges of Whiteness (Cullen, 2014). Something I noticed while interviewing Sara, was that anytime she had to say or refer to herself as White she said it quieter, almost as if she were afraid to say the word White or Caucasian out loud. In an attempt to understand racial disparities in education, educators must look deeper at Whiteness (Lund, 2015).

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The students can develop cultural sensitivity through a better understanding and awareness of their own culture. The most important idea of the topic of white male privilege versus

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In the article, AP African American Studies Pilot Introduces Diverse Changes written by Bernard Grant, it states, “Stanford University research shows that culturally relevant course contents increases academic performance and attendance of students across BIPOC background.” According to the article, courses that are culturally relevant usually consist of students from diverse backgrounds. This helps everyone learn how to work with different people and develop new, creative ideas. In Naseem Rakha’s article, Is The New AP African American Studies Course Dangerous? Students Don’t Think So, it claims, “....students said they felt wiser, more empathetic and empowered to do better.”

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This paper will discuss the importance of understanding the impact of teacher diversity on student outcomes, including the role of teacher expectations and cultural competency, and the impact of role models and mentorship. This history of the underrepresentation of African American teachers and its impacts on student outcomes is a multifaceted topic that requires careful examination and consideration. By exploring this history, we can gain a deeper understanding of the ongoing challenges and opportunities facing African American students, teachers, and the education system. The history of African American education in the United States is a complex and often painful story shaped by centuries of racism, discrimination, and oppression. During the era of slavery in the United States, African slaves were systematically denied the right to education.

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courses in college that have opened up my mind to the issue. The more information I learn about this issue, the more surprised I am that our society still exhibits bias, because as much as the United States preaches about equality, it appears as if society has segregation in minor ways. Although the debate between whether there are biased questions on the SATs or not seems to favor that there aren’t by popular opinions, there is still biased behavior occurring in school systems that prevent certain groups of students from getting the proper resources needed. Because I would like to work in an low-income area, which most likely would contain minorities, as a teacher I would make the effort to help those students get the sufficient help needed. This motivates me to become a part of the education field, because caring teachers are much needed in area like this.

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Bestcolleges.com has stated, “Culturally relevant course content keeps students engaged, gives them a sense of belonging, and helps all students learn to work with people from diverse backgrounds.” Students can learn how to advocate for people of color and can learn to relate to people of many different backgrounds as well.

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The educational system in America contains numerous racial disparities that affects the very core of the children who is suppose to benefit from education. This disparity comes in many forms in primary schools, a teacher’s attitude being one of them (Epps, 1995). A teacher’s attitude in a classroom consisting of a racially diverse children is a large contributing factor to the academic success of their students, more specifically, the minority African American students. It is a given that all schools should employ qualified teacher who are passionate about their students and the quality of education they provide to these students. Unfortunately, that is not the case for many urban schools that house a large proportion of African American students

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2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

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1321 Words | 6 Pages

This portion reviews research related to the purpose of this capstone. The first portion describes the perspective of teachers about their alternative teacher preparation program. The second portion provides details about the impact of culturally relevant pedagogy on students and teachers. The final portion will identify an effective alternative teacher preparation model. This literature review will demonstrate the need for more culturally competent teachers from alternative teacher preparation programs, the benefit of culturally relevant pedagogy and an effective alternative teacher preparation model.

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733 Words | 3 Pages

However, with diversity comes inequalities that people of color face throughout their lives. A particular issue in the United States, specifically in education, is unequal opportunities and treatment in regard to race. Research shows that students from single-parent black families had a high chance of dropping out and participating in illicit behavior (Hallinan 54). While the issue of race is a complicated issue to breach for

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1390 Words | 6 Pages

To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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