Pillars

Description
Personal Reflection | 20 minutes

In math learning spaces, cultural responsiveness can be conveyed via two major conduits—program/classroom structure and educator/tutor/staff-youth interaction. The table below lists eight pillars of culturally responsive program qualities [10], as well as how each of the pillars can look like at both the program structure and tutor/staff-youth interaction level. Some of these pillars can also be easily translated into a math classroom setting. Read through the table and reflect on what you and your program are doing in regards to each of the culturally responsive pillars. Click here to download this page as a PDF.

Physical and psychological safety

Program Structures

Have clear, accountable, protective structure for youth from all backgrounds to safely access and engage in the program

Tutor-youth Interactions

Promote constructive culturally based conflict resolution among youth and staff

Appropriate structure

Program Structures

Adapt rules to recognize youth’s responsibilities outside the activity so that no group is unfairly penalized

Tutor-youth Interactions

Use behavior management strategies based on cultural norms

Supportive relationships

Program Structures

Relationship-building activities for staff and youth to get to know each other

Tutor-youth Interactions

Focus and build on youth’s assets and strengths

Opportunities to belong

Program Structures

Provide leadership and decision-making opportunities for all youth regardless of background

Tutor-youth Interactions

Foster positive interactions and shared ownership among youth from diverse background

Positive social norms

Program Structures

Establish prosocial norms acceptable to all and do not to privilege a particular group

Tutor-youth Interactions

Encourage prosocial norms and behavior among staff and youth

Support for efficacy and mattering

Program Structures

Include student voice in identifying ways to make the program culturally meaningful

Tutor-youth Interactions

Support youth as they explore their cultural identity and resolve issues concerning culture

Opportunities for skill building

Program Structures

Teach cultural knowledge (e.g., various ways to solve the same math problem) and build skills that help youth navigate multiple cultural and intergroup interactions

Tutor-youth Interactions

Be aware of potential cultural differences in valued skills

Integration of family, school, and community efforts

Program Structures

Consider cultural events and familial obligations in the requirements and schedule

Tutor-youth Interactions

Actively seek out all families and other important people regarding youth’s overall well-being

Tips and Tricks

Going Deeper. While they're separated in this resource, tutor-student interactions are nested within program structures, and each impacts the other. Pair this resource with Intentional Relationship Building and Rooted in Relationships to begin integrating these insights.

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