Promoting a Culturally Inclusive Environment
By: Samantha Reveche
By: Samantha Reveche
Learning Targets
Students will able to explain what a culturally inclusive classroom is
Students will able to describe the importance of a culturally inclusive classroom
Students will able to discuss how to promote a culturally inclusive classroom
A Culturally Inclusive Classroom
Culturally inclusive environments are finally being prioritized which means that all students are important and deserve to learn in an environment that promotes inclusion. Kumar et al., (2019) agree when they wrote about how both minority and dominant cultures are now getting to learn in a classroom where they feel safe, accepted, and find greater understanding in what they are learning. Culturally responsive teaching is more than just the students feeling respected and heard, but also setting the bar high for the cultural minority students the same as you do for the culturally dominant students (p. 947).
The Importance of a Culturally Inclusive Classroom
A culturally inclusive classroom is important for everyone within the room, such as staff, faculty, students, aids, as well as visitors. O’Leary et al., (2020) expresses concern with biases by stating, “Unwelcoming classroom environment and unequal expectations of students’” (p. 3). What makes a culturally inclusive classroom so important is the effect it has on those involved and how it influences them or not to be better participants in class. Castagno and Brayboy (2008) explain, “Culturally inclusive classrooms prioritize engaging and bringing relevant information that relates to minority students and enhances their greater understanding in class as well as increased success”. I am a mother of bi-racial children, they are half Filipino and half white, I would hope when they are old enough their teachers have been educated in providing a culturally inclusive classroom. If I were a classroom teacher, I think having each Friday designated to a student and allowing them to bring in their favorite food from their culture, as well as present information about their culture to their class. This would be a fun and interactive way to encourage the students to be proud of their heritage and to teach their classmates something they may not have known before.
Promoting a Culturally Inclusive Classroom
Teachers are the driving force in each school because they have the most direct contact with the students. In recent years, promoting a culturally inclusive classroom has become more relevant by addressing issues the teachers are having trouble understanding about this new generation of students. Allowing the teachers to learn how they can be better in their classrooms for their students is the overarching goal for a more inclusive classroom. O’Leary et al., (2020) makes a point that by learning inclusive practices in their workshops it provides the teachers with new ways to connect with their students and make themselves more available to the students, as well as having much more effective and beneficial communications with the class (p.11). The staff needs to be properly educated on what a culturally inclusive classroom looks like and how they can provide a better learning environment for the students that they teach. It is important to note that promoting a culturally inclusive classroom is not just expected by the teacher, but also by the administration within the school. The principal plays a major role in ensuring that minoritized students are being held to the same standards as the culturally dominant kids as well as validating their place in the school (Kalifa, M et al., 2016, p. 1288)
Conclusion
Promoting a culturally inclusive environment is essential for anyone in the school system because the number of students coming into the school system these days that are considered a minority are continuing to grow at exponential rates each year. O’Leary, E et al., (2020) discusses how teachers are learning about how truly biased they are and are becoming more open with conversations in the classroom and also making themselves more disposable to their students since they are opening up more to their teachers that are finding success with promoting an inclusive classroom environment. Khalifa, M. et al., (2016) and Kumar, R. et al., (2019) agree that allowing students to feel comfortable and not judged in the classroom provides them the opportunity to speak out more in class without fear of judgment from classmates or teachers.
References
Castagno, A. E., & Brayboy, B. M. K. (2008). Culturally responsive schooling for Indigenous Youth: A review of the literature. Review of Educational Research, 78(4), 941–993.
Khalifa, M., Gooden, M., & Davis, J. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272-1311
Kumar, R., Karabenick, S., Warnke, J., Hany, S., & Seay, N. (2019). Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An exploratory sequential mixed-methods approach. Contemporary Educational Psychology, 57, 87-105.
Liu, X., Liu, S., Lee, S., & Magjuka, R. (2010). Cultural Differences in Online Learning: International Student Perceptions. Educational Technology & Society, 13(3), 177-188
O’Leary, E., Shapiro, C., Toma, S., Sayson, H., Levis-Fitzgerald, M., Johnson, T., & Sork, V. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1), 32.
Questions
1: A culturally inclusive environment is....
a. Tense
b. Passive
c. Welcoming
d. Dangerous
2. Professor James has a new student is his class that has recently moved from Japan. He notices when he speaks to this student they do not make eye contact and he is unsure of what to make of this situation. Professor James should do what?
a. Accuse the student of being rude and disrespectful
b. Research Japanese culture
c. Spread rumors that the student hates you
d. Ignore the student
Answers:
#1: C
#2: B