Transcript Methods Slide

Successful educators of
culturally, economically, and
linguistically diverse students:
An overview of the research on
culturally responsive pedagogy
Presenters: Beth Eldridge
Michael Orosco
University of Colorado,
Boulder NCCRESt
Purpose Statement
We analyzed teacher- and schoolbased Culturally Responsive
Pedagogy studies to identify their
strengths and weakness and to inform
improvements in the field of Culturally
Responsive Pedagogy and public
education.
Culturally Responsive Pedagogy:
Definition
“(it) is a pedagogy that empowers
students intellectually, socially,
emotionally, and politically.” (LadsonBillings, 1994, p. 17-18 ). It builds upon
students’ cultural and linguistic resources
through various methods such as high
standards, restructured student-teacher
relationships, community involvement,
culturally mediated instruction, culturally
congruent curriculum, and cultural
sensitivity (Tatum, 2000; Rueda, 2004;
Powell, 1997).
Importance of Culturally
Responsive Instruction
Increasing Diversity in Schools in the United
States:
16% of teachers are culturally and/or linguistically diverse
40% of students are culturally and/or linguistically diverse
Hispanic population is growing fastest (Snyder and
Hoffman, 2003)
Achievement:
2003, NAEP reading and math performance of Hispanic
4th and 8th graders, on average, was between .75 and
.81 standard deviations lower than Whites (NCES, 2005)
80% of Blacks are completing high school by the age of
24, compared to 90% of Whites (NCES, 2005)
Implication: equal opportunities to learn for all?
Need: research based ways to enhance
opportunity
Search Procedures
Searched ERIC database using the following keywords, and
finding the following number of studies:
Culturally responsive and teaching (n=247)
Multicultural Education and teaching and case study
(n=243)
Culturally Responsive Teaching and study (n=81)
Culturally responsive pedagogy (n=73)
Additional variations on cultural responsive teaching or
pedagogy with school study, case study (each found 25
or fewer studies)
Searched ERIC database, found 535 publications and 79
peer reviewed documents using the following keywords:
Forms of the word ‘culture’ and
Relevant, appropriate, or sensitive and
Hispanic or Latino or
English or linguistic
Forms of the words teacher, education, or school
Criteria for inclusion
Peer-reviewed journal articles
Original research
About or including elements of culturally
responsive teaching or schools
K-12 level schooling in the United States
Explanation of methodology
Reviewers came to consensus on inclusion
of articles when questions arose
Found 41 articles that met criteria
Purposes
20 studies examined the culturally
responsive teaching practices of educators:
educators’ pedagogical practices used with
culturally and linguistically diverse students
addressed the role of these successful teachers
6 studies listed the culturally responsive
characteristics of schools and/or programs
Schools that exemplified cultural
responsiveness
Schools that fostered success of culturally and
linguistically diverse students (e.g., graduation
rates, student achievement) in their programs
Purposes
2 studies described the successful
characteristics of schools.
2 studies presented the narratives of
teachers, and how their narratives played a
role in their teaching practices.
2 studies explored teachers’ liberatory
teaching practices.
1 study examined teaching philosophies of
teachers. Listed teachers’ different
conceptions about the purpose and
function of schooling.
Theoretical Frameworks
These studies drew from a vast array
of Culturally Responsive theories that
attest to the field’s complexity.
These theories covered several
categories such as: critical theory,
sociocultural frameworks, cultural
differences theory, linguistic
differences theory, scaffolding, and
funds of knowledge.
Research Questions
Questions regarding teachers, such as:
Teacher success: to learn about the
biographical factors that have lead to success
in teaching diverse students.
Teacher’s personal/professional qualities: to
learn about the qualities that have lead them to
become culturally sensitive teachers.
Teacher’s interactions with students: to learn
about their in and out of classroom with their
students.
Research Questions
Teachers:
Teacher practices and beliefs: gathering
information about the teachers’ instructional
practices/beliefs, and the
similarities/differences (regarding practices/
beliefs) that existed between the teachers.
Teachers’ classroom management system:
identify how they establish a system that
reflects the needs of learners.
Culturally Responsive Schools and programs:
how a program or school embodied CRP
Research Questions
Literacy
Sociocultural approach to literacy: whether such
approach would hold some promise for the
development of literacy among African Americans.
Empowerment: how literacy functioned as a means
of empowerment for first grade students.
Pedagogy
Critical pedagogy: how it is applied in a primarygrade classroom.
Culturally relevant pedagogy: to learn about the
ways in which a teacher applied culturally relevant
teaching practices in the classroom context.
Methods used
Strategy of Inquiry
Qualitative
39 Studies
Ethnographic-Case StudyParticipatory Action Research
Quantitative
1 Study-Self Report Survey
Mixed Methods
1 Study-Observation Scale
(Quantitative)/Qualitative
Data Collection
Observations
Interviews
Artifacts
Survey Instruments
Participants
Majority from minority
populations (e.g. African
American/Hispanic/Asian)
with a few on White
Populations (teachers)
Data Analysis
Multiple Techniques (e.g.
Constant Comparison )
Studies’ Findings
Teachers
School Leadership and Organization
Curriculum
Learning and Academic Rigor
Relationships between schools and
communities
Agency and Transforming Inequity
Teachers
Teacher relationships with students
Classroom Community
Facilitating Students’ voice and
empowerment
Teachers’ support and community
Teacher Professional Development
Teachers
Relationships with students:
Caring:
“Kinship,” “Other Mothering” (Foster, 1993; LadsonBillings, 1992; Ware, 2006)
Motivating:
Connecting to linguistic and cultural resources, i.e.
students’ community problem solving (Ware, 2006)
Respectful, appropriate conduct:
Students in conflict resolution committees (Jeffries,
2003)
“Students are appreciated and celebrated both
as individuals and as members of a specific
culture” (Ladson-Billings, 1992: 316-317)
Teachers
Classroom Community
Apprenticeship into a learning
community (Ladson-Billings, 1992)
Students cared for one another and
reinforced their competence by helping
their peers (Parsons, 2005)
Hybrid community in classroom (Lee,
2001)
Teachers
Fostering Students’ Voice and
Empowerment
Developing Voice:
Awareness of power relations among Latino and
White students led teacher to ensure shared
speaking time (Arce, 2004)
Student centered learning:
Teachers helped students focus on what they wanted
to know (Moll, 1992)
Focus on students’ experiences and concerns, such
as bicultural issues (MacGillivray, 2003)
Social justice issues:
Critical discussions of current issues
Analysis of affects of dominant culture on school, and
(MacGillivray, 2003)
Teachers
Teachers’ Support and Community
Find allies in their school or elsewhere
Arce, 2004: exploring identity, seeking resources
Johnson, 2002: relationships important for perceptions
and actions around race and equity
Take risks with curriculum
Arce, 2004: immigration through family narratives
Ladson-Billings, 1992: teacher autonomy about what to
teach)
Teacher Professional Development
Ongoing learning: Collegial and highly trained staff
(Senesac, 2002)
Seek dynamic understanding of community and
students: From ‘festivities’ to unit on building shelters
(Arce, 2000)
School Leadership and
Organization
Vision: strong, shared (Senesac, 2002)
School Community: collective struggle
against the status quo (Ladson-Billings
1992)
Principals: bring in wider community
support, i.e. business sponsorship,
carnival, tutorials for GED, clothes
donations (Morris 2004)
Scheduling: regularly structured time for
teacher collaboration (Morris 2004)
Material Culture: affirmed in displays
(Foster & Peele, 1999)
Curriculum
Nature of Knowledge:
Socially constructed (Ladson-Billings, 1992)
Culturally Responsive Content
Students’ heritage is a focus of curriculum inquiry
(Ladson-Billings, 1992)
Content affirmed social justice (Lipman, 1996)
Included students writing about their lives (Powell, 1996)
Learning Styles
Building on students’ home discourse patterns (Senesac,
2002, Lee 2001)
Varied by group- Asian: individual, teacher structured;
African American: cooperative, debate – caution about
generalizing to individuals (Chiang, 2000; Foster, 1993)
Holistic:
Teaches students academic, moral, and social
competencies (Howard, 2000)
Learning and Academic Rigor
A few studies used standardized data
about student achievement (Powers,
2006; Arce, 2004; Senesac, 2002;
Jesse, 2004)
Chicken or egg? Selection Criteria /
Outcome
Correlational study: School climate had
the largest relationship to students’
educational outcomes, with a coefficient
of .68 for highly affiliated Native American
students, and .76 for moderately affiliated
Native American students. (Powers, 2006)
Learning and Academic Rigor
Descriptive data:
High teacher expectations (most studies)
Critical thinking (Ladson-Billings, 1992;
Mitchell, 1998)
Teachers scaffolding knowledge (TakahashiBreines, 2002)
Peer Tutoring (Monkman & MacGillivray, 2003)
Instruction that is challenging, not remedial
(Parsons, 2005)
Teacher give students individualized attention if
needed, i.e. tutoring (Howard, 2000; Lipman,
1996)
Relationships Between Schools and
Communities
Positive Perspective
Welcoming Environment
Knowledge of the Community
Valuing students’ linguistic and
cultural resources as an asset and
scaffolding learning through these
Relationships Between Schools and
Communities
Positive perspective toward and valuing of
the community and its strengths (Moll,
1992; Ladson-Billings 1992; Jesse, 2004;
Monkman & MacGillivray 2003)
Teachers and staff invite and welcome
community into the school, i.e.
Lincoln had ‘Ladies’ and Men’s nights out
(Morris 2004)
School was accessible because of
translations at parent/teacher conferences,
parents trusted Culturally and linguistically
para-educators to tell them about academic
issues (Rueda, 2004)
There is a flow of information between
home and schools (Jesse 2004)
Relationships Between Schools and
Communities
Teachers know or get to know the
community
May be from the community or live in it (LadsonBillings 1992)
Develop relationships with parents as cognitive
resources for their children and the school (Moll
1992)
Successful teachers are successful “because they
are proficient in community norms—that is, they are
able to communicate with students in a familiar
cultural idiom” and “their understanding of the
current as well as the historical, social, economic,
and political relationships of their community to the
larger society. These teachers are not merely
educating the mind—they are educating for
character, personal fulfillment, and success in the
larger society as well as for competence in the local
community” (Foster, 1993: 391)
Relationships Between Schools and
Communities
Teachers know or get to know the
community
Active in wider community: they understand and
participate in the world outside of the classroom
Ann's involvement in the teacher's association, her
efforts to monitor school board activities, and her
broader community involvement) (Ladson-Billings,
1992)
Family/community members participate in
classrooms
Moll 1992 Mexican candy unit
Arce 2004: Latino elders shared about their values
around and remedies for healing; studied immigration
through conducting interviews, critical discussions,
writing personal stories…
Jeffries, 2002: tribal elders are guest speakers who
share about life experiences
Relationships Between Schools and
Communities
Valuing students’ linguistic and cultural resources
as an asset and scaffolding learning through
these
"I believe that understanding discourse patterns of
speakers of African American English, as well as
students who speak other varieties of English or
for whom English is a second language, is a
necessary tool in a teacher's pedagogical
toolkit.“ (Lee, 2001)
Schools with bilingual staff / Having translators
available (Arce, 2000)
Schools with bilingual programs (Senesac, 2002)
Encouraging parents to develop native language
skills at home (Arce, 2004)
Agency and Transforming Inequity
Class studied African American history with
focus on resistance of racism and resiliency
(Arce, 2004)
Students shared responsibility with teacher to
motivate each other, foster an egalitarian class
community (Foster, 1993)
“Teachers do not shy away from issues of race
and culture”; some are very politically involved
in school district and wider community (LadsonBillings, 1992)
Students evaluate teachers (Jeffries, 2002)
Teachers engage in political dialog with
students and help them analyze events in
personal and political ways (Mitchell, 1998)
Implications
Culturally Responsive Pedagogy
Requires Focus on Multiple Areas:
Curriculum
Learning styles
Discourse patterns
Relationships
Examining equity: beliefs and practices
At many levels: teacher, school, district,
community…
In Conclusion
Different based on the student community
Details can change over time, for
individuals
Can expand staff/educators’ capacity
Criteria and tools can guide growth
Tools for self-assessment (You can
participate in a study using them!):
http://nccrest.org/publications/tools.html
References and More Information
Available on request
Beth Eldridge
[email protected]
Michael Orosco
[email protected]