Research Study
Organize and add
Organize and add
This section allows for an in-depth reflection and analysis of the previous research that has been conducted on culturally responsive teaching. Within this literature review, the impact and usage of this teaching style are examined, and the significance of this method is demonstrated through many different measures of student achievement. Through this literature review, culturally responsive teaching can be seen through the different academic disciplines and domains of ELA, Math, Science, and Social Studies.
In the past years, culturally relevant teaching has become a promising and compelling educational and ethical consideration and movement inside the classroom. In relevance to the investigative culturally responsive teaching practices that can bring to the classroom, this literature review will evaluate the effectiveness of culturally responsive teaching brings across the different academic domains. As this review aims to bring forth a clear understanding of the prevalence of culturally responsive teaching in American school systems and the blossoming diversity that continues to expand. As diverse students populate today’s classrooms, instruction needs to reflect distinct cognitive and cultural nuances, thus making sure teachers reach all students has never been more important. As classrooms become increasingly diversified, teachers must use culturally responsive teaching practices to address diversity and cultural differences, establish relationships and encourage inclusivity. These recent studies have begun to provide insight into how culturally responsive teaching methods and practices have an impact on students.
Culturally responsive teaching is a tool in effective teaching and learning experiences for students to explore the expression of students' identities with their own limiting stereotypes. "CRT is best understood as a response to traditional curricular and instructional methods that have often been ineffective for students of color, immigrant children, and students from lower socioeconomic families. CRT calls attention to schooling norms where White middle-class values and expectations are privileged while other cultural, racial, and economic histories and community backgrounds are overlooked or degenerated" (Vavrus, 2010). Culturally responsive teaching gives children a sense of importance by teaching a child to embrace who they are and where they come from.
According to the National Center for Education Statistics (NCES), approximately 50.7 million students were projected to attend public K-12 schools in the 2020-2021 academic year, 46% of those students are white; 27% of those students are Hispanic; 14.9% of those students are black; 11.4% of those students are made up of other minority races (NCES). Though with the increasing diversity in schools these statistics are projected to change with an increase in minorities. "To be effective in a diverse classroom, teachers must have an appreciation of diversity. They must view difference as the 'norm' in society and reject notions that any one group is more competent than another. This entails developing respect for differences, and the willingness to teach from this perspective" (Kozleski, 2011). This can be done by implementing culturally responsive strategies. Integrating an array of cultures into each of the academic domains not only educates the student culturally but is also a time for children to build and further connections that come from discussions. "Culturally responsive teaching helps to bridge different ways of knowing and engages students from non-dominant cultures in demonstrating their proficiencies in language usage, grammar, mathematical knowledge, and other tools they use to navigate their everyday lives " (Kozleski, 2011). Although, teachers need to be accounted for as well.
Teachers need to educate themselves to be culturally diverse in order to correctly convey information as well as respect all the diverse backgrounds of their students. According to the National Center for Education Statistics (NCES), in the 2017-2018 school year, there were approximately 3.5 million full-time and part-time teachers in the public school system, 79% of teachers are white; 7% of teachers are black; 9% of teachers are Hispanic (NCES). If a teacher does not educate themselves it negatively and directly impacts the student-to-teacher relationship rooted in misunderstanding. "The conceptualization and implementation of educational policies, particularly those with serious implications for African American education, are incomplete when they ignore the perspectives of black educators. These educators provide a more inclusive but often neglected voice on educational policy for African American children" (Blaisdell, 2012). A teacher should address all ethnicities, cultures, and races when educating students to promote inclusion, and acceptance, and prompt crucial conversations between students and teachers where students are able to understand differences and learn more about each other.
Without educated teachers understanding, and perspectives of minority and marginalized communities are neglected and/or forgotten. Representation sends a powerful message to students that differences are not limiting. Seeing a representation of diverse ethnicities and cultures supports a child's learning through a student being able to feel connected and represented (Blaisdell, 2012). This notion of having a diverse team of educators goes further than just the teacher level but should be expressed throughout the school, thus everyone in a school is able to express themselves building connections. "CRT works to build an inclusive and welcoming classroom and school environments that can create culturally appropriate approaches to raising academic expectations for all students. This involves teachers proactively using the cultural knowledge and experiences of diverse students to establish a caring school climate. The purpose is to make learning more culturally relevant and effective for this particular population of students" (Varvus, 2010). Representation acts as a mirror where children are able to see themselves through another. When the mirrors are taken away, resources for children are also taken away. A large part of culturally responsive teaching is recognizing, embracing, and respecting each and every student and teacher's diverse and unique differences (Kozleski, 2011). By being aware of different student cultures in the classroom, teachers can build a curriculum around connections that can be made by all students to different cultures with equal representation promoting inclusion. Different groups means that there will be a wide variety of topics to discuss. This benefits the students because they can learn about the many different perspectives of the world around them.
In the 1990s Gloria Ladson-Billings coined the term culturally responsive teaching. Moving forward over twenty-five years culturally responsive teaching is increasingly being implemented by educators. "Culturally responsive teaching is best understood as a response to traditional curricular and instructional methods that have often been ineffective for students of color, immigrant children, and students from lower socioeconomic families. Culturally responsive teaching calls attention to schooling norms where White middle-class values and expectations are privileged while other cultural, racial, and economic histories and community backgrounds are overlooked or degenerated" (Varvus, 2010). This style of teaching has been shown to have an impact on a student's education as evidenced by prior studies. Thus, with the growing diversity in public education classrooms, making sure teachers reach all students has never been more important. Teachers must use culturally responsive teaching practices to address diversity and cultural differences, establish relationships and encourage inclusivity. "A large and increasing proportion (i.e., 48% in 2011 compared to 39% in 2001) of the student population in the United States comes from homes that are culturally and linguistically diverse (CLD; U.S. Department of Education, 2014). This demographic change has created cause for concern as research shows that a student's race, ethnicity, cultural background, and other variables (e.g., poverty, assessment practices, systemic issues, lack of PD opportunities for teachers, institutional racism) significantly influence the student's achievement" (Aceves, 2014). being an efficient and effective style of teaching culturally responsive teaching is beneficial for all students while also creating a safe learning environment for all students. The inclusive classroom generated by culturally responsive teaching allows students to build connections and more about themselves and the world around them.
This section describes the process in which the research was conducted. Within this section of the website, the information on the preparation, execution, and analysis of the process of conducting this study is explained and described.
Theoretical Framework
Critical Race Theory (CRT) is the view that race, instead of being biologically grounded and natural, is socially constructed and that race, as a social construct concept, functions as a means to maintain the interests of the white population that constructed it. CRT tries to shed light on the issue of racism claiming that racism is ingrained in our society both in legal, cultural, and psychological aspects of social life.
Under CRT, systemic racism is the only permissible explanation for differences in outcomes between racial groups. The concept of “systemic racism” is intended to be hard to pin down: If you ask how a “system” as opposed to individual people and their actions can be racist, you will not get a coherent answer. Accusing an entire society of structural racism is part of a strategy that seeks to justify radical, destructive political changes. If everything is racist, then what?
Although, this theory began as a part of law sciences, nowadays, there is a great interest in CRT in the field of education, helping people to understand some forms of discrimination that face non-white people in education. As classrooms become increasingly diversified, teachers must use culturally responsive teaching practices to address diversity and cultural differences, establish relationships and encourage inclusivity.
What can culturally responsive teaching practices bring to the classroom and students throughout different academic domains?
Method
To illustrate application of methodology developed in this research of what culturally responsive teaching practices can bring to the classroom and students throughout different academic domains, the database utilized as Google Scholar was used to identify sources. The internet was used because of its limitless networking of sources. Only studies since 2012 were included in this literature review. The search terms selected for this literature analysis consisted of: culturally responsive teaching, elementary racism, inclusion, and the academic domains of math, science, ELA, and history. I looked two pages into the database for each term. The terms were combined in various ways with “and” in order to obtain a narrow-defined search for appropriate articles. Each search term used was selected due to its appropriateness and relevance in consideration of the purpose of this literature review.
Sources were selected and analyzed according to a number of criteria.
First, the source had to be in line with the purpose of the literature review based on the research question of the article.
Second, the sources had to be primary sources.
Third, the sources had to be from a peer-reviewed journal source. In addition, each source also had to be in alignment with the theme of this literature review- culturally responsive teaching across all academic domains.
Finally, I ensured that each of the journal articles used had the most recent publication date, going back to 2010, as culturally responsive teaching is relatively a new field. After taking each factor into consideration I analyzed the data itself.
Literature is a tool used to introduce new topics and concepts for students, letting them begin to understand the world around them in an understandable way. Thus, stressing the importance of including all cultures, ethnicities, and races when reading is crucial. Five studies have been examined, within these studies, the themes of drawing connections and equal representation have provided insight into culturally responsive teaching in reading.
Studies have addressed Culturally Responsive Teaching in reading; studies have found this to be a very successful way to create connections with students and students among their peers. "The standards for culturally responsive instruction in this lesson include connecting the lesson to students' backgrounds and interests, engaging the students in deep dialogue to help them understand, providing a safe way for children to participate (choral reading) that draws on their linguistic strengths rather than highlighting what they might not be able to successfully do, and keeping instructions rigorous” (McIntyre, 2011, p. 14). With teachers prompting these connections among students, the students are able to learn more about each other while learning about different cultures and ethnicities. If teachers recognize this and become culturally responsive applying pedagogies that acknowledge cultural differences, students from these groups improve their engagement. Teachers bridge the gaps between the school and home cultures (Mitchell, 2015), and they can move between two or more cultures. Cultural awareness begins to develop among the students while doing reading-based activities that promote these crucial conversations to be held between students and teachers.
Children's literature is an immensely helpful tool for helping students understand society. While integrating culturally responsive teaching, books with an array of diversity and cultural differences, diversity in children's literature introduce young children to cultural differences and even similarities. Grasping these concepts at a young age can give children the to look around and notice their surroundings and the people and things around them. "In the United States alone, language varies widely across different socioeconomic groups, cultural groups, and geographic regions. It differs in pronunciation, word usage, syntax or grammar, and in less obvious ways such as eye contact, gestures, and body language" (Mclntyre, 2011, p. 16). As students and teachers learn more about each other they are able to become increasingly culturally aware and competent. ‘‘Inclusion, multicultural, and non-sexist children’s literature also gives students in the 'majority' an understanding of their 'minority' peers struggles, triumphs, and contribution to our culture and society’’(Toppel, 2015, p. 2). Being exposed to people from different parts of the world or who have special needs is important in child development. Through children's literature children are eased into the concept of what struggles and issues that goes in their society.
Mathematics helps build an essential toolbox of logical reasoning skills that students use both inside and outside of the classroom. When analyzing five articles, examining how math is taught in schools through a cultural lens it is clear that integrating cultural concepts into math units aids in teaching as well as the white-centric math taught in schools today. When addressing these themes it is apparent that to ensure equal education is provided to all demographics of students, teachers need to see mathematics through a cultural lens by drawing on connections students can make.
Students enter a classroom with different experiences, knowledge, and understanding of the world that is sculpted through a cultural lens (Harding-DeKam, 2014). Teachers have the ability to address this cultural lens in mathematics by activating the prior knowledge the student brings with them into the classroom (Ukpokodu, 2011). When teachers create connections between students' prior knowledge to new material, it is a way to counterattack any math-rooted anxiety in students. As a teacher, developing an appealing approach is a smooth segway to concepts that could have appeared impossible without prior connections (Aguirre, 2013; Harding-DeKam, 2014; Ukpokodu, 2011). "These include: using word problems that are culturally familiar; integrating social issues relevant to the students’ community; and evaluating instructional materials and resources for hidden curriculum and bias" (Harding-DeKam, 2014, p. 11). Culturally responsive teaching, encompasses curriculum content, learning context, classroom climate, student-teacher relationships, instructional techniques, classroom management, and performance assessment.
Inside the classroom math teachers perpetuate racism in schools by shaping the expectations, interactions, and kinds of mathematics that students experiences. ""Over the years the dominant teaching practice in mathematics (as well as other subjects) for urban students has followed a traditional approach that is based on linear and dualistic thinking (right or wrong, one correct answer) and views the teaching and learning of mathematics as solely objective and culturally-neutral. These conceptions and practices in mathematics do not meet the learning and problem-solving styles and processes of most urban students and have immensely contributed to their low motivation and lack of interest and success in mathematics learning (right or wrong, one correct answer) and views the teaching and learning of mathematics as solely objective and culturally-neutral" (Ukpokodu, 2011, p. 27). When a student is unable to make cultural connections they become disengaged in the material; teachers start to expect worse performance from certain students, start to teach lower content, and start to use lower-level math instructional practices a snowball effect that is avoidable with the correct steps taken. "This structure of teaching mathematics through culture is an awareness that integrates the prior knowledge of students in a way that builds upon what they already know leading to mathematical understanding" (Harding-DeKam, 2014, p. 9). Culturally responsive teaching, encompasses curriculum content, learning context, classroom climate, student–teacher relationships, instructional techniques, classroom management, and performance assessment (Aguirre, 2013).
Making science a relatable feature in the lives of culturally diverse students involves integrating culturally relevant elements into daily instruction. Through the analysis of three studies, it was apparent that there is a lack of translation of cultural aspects to science in the classroom. This has led to disengagement and interest among students. Though, teachers are able to make adjustments to the diversity of their students, meeting all their diverse needs.
Culturally relevant teaching is congruent with the national science education standards (National Science Teachers Association, 2003) definition of scientific inquiry: "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work” (National Research Council, 2000, p.23). "However, a key distinction between scientific inquiry and culturally relevant science is the degree of emphasis on sociopolitical and critical analyses" (Boutte, 2010, p. 14). Based on our experiences and perusal of literature, there are few classroom models of culturally relevant science (and mathematics) teaching. The lack of translation of cultural aspects of science to the classroom may be explained in part by the low priority placed on science in schools (Brown, 2018). Studies have shown that science is not taught as often as other academic domains such as reading, math, and social studies thus there being a decrease in the amount of time spent on integrating culturally responsive strategies, beneficial for both the students and teachers (Atwater; Freeman, 2018; Boutte, 2010; Brown, 2018). Using a historical, current, or fictional character that shares the same ethnicity or life experience as your students will enhance their willingness to engage in science instruction. Information learned about and from students can be used to transform classrooms into culturally relevant contexts. Culturally contextualized instruction holds the most promise for academic success not only for students of color but for White students as well (Atwater; Freeman, 2018, p. 3). Teachers can accommodate all students when implementing culturally responsive teaching "To develop exemplary abilities in any content area, teachers must be able to link instruction to what is already familiar to their students. This may require teachers to engage in micro-ethnographies of sorts to develop an in-depth understanding of children's communities, families, leisure activities, and world views. Culturally relevant teaching includes not only learning about the lives of students but learning from them as well" (Atwater; Freeman, 2018, p. 4).
As classrooms become increasingly diverse discussion surrounding diversity in history is crucial for understanding. Social studies taught in schools has traditionally left out important events and underrepresented communities- "whitewashing" history. After analyzing six studies, it is evident that a teacher's attempt to use culturally relevant pedagogy has a positive impact on students of color to eliminate the notion of white history. Though pedagogy can always be improved with greater inclusion of more ethnic and racial histories teaching students all of history rather than segmented sections of "white history".
Whitewashed history leaves out minority and marginalized communities, or hides the truth to make historical situations seem more palatable for white teachers to teach. Though the discount on the history of minority groups is pivotal to understanding history that encompasses all ethnicity and races. "Traditional teaching and learning in humanities classrooms focus on textbooks as the primary materials of instruction and teachers as didactic instructors who disseminate mainstream versions of historical and literary knowledge. In critiques of traditional approaches, some authors have shown how little race and racism have been addressed in U. S. history textbooks. One of the consequences of this evasion is the misrepresentation of the role of people of color in the history of this nation. In speaking of African Americans specifically, argued that history texts treat African Americans as invisible or base their portrayal on negative stereotypes, ultimately reducing the role of African Americans to either being 'victims or martyrs' has found that there has been very little change concerning teaching about race and racism in textbooks, and this is despite the promise to remedy this issue through national standards for social studies curriculum" (Mayorga, 2011, p. 7). The traditional ways of teaching history negatively impact students by creating a lack of cultural awareness learned through history. "The issue of curricular bias against non-White individuals is compounded by traditional social studies teacher education, which has largely minimized the importance of race and diversity (Ladson-Billings, 2003; National Council for the Social Studies, 2010). Social studies teacher candidates often carry misconceptions regarding students’ cultures that manifests as biases or deficit-model thinking" (Fitchett, 2012). When teachers limit the interpretation of the past to only one whitewashed perspective, a distorted view of history evolves. By addressing all perspectives, aspects, and events in history students and teachers can develop further connections to the material promoting cultural awareness and competence.
Introducing harder content regarding racism and segregation, students should be eased into the true events that happened in our history so that they will be able to grasp a better understanding of the history as well as notions that have come from history as well. "Culturally responsive teachers can integrate into their teaching more subtle examples of racism, as well as the more blatant aspects of oppression, in efforts to prepare young people of color for their encounters with and resistance to individual acts of racism" (Martell, 2013, p. 2). The cultural preparation put into historical content allows students to gain and understand others' perspectives and accounts that add to the history as a whole further developing students' histoical knowledge. "Culturally relevant teaching not only affirms the agency and experiences of people of color in history and society. It also represents European Americans as a diverse group whose experiences varied according to ethnicity, gender, and class. Although historically, white Americans as a group have been the main perpetrators and beneficiaries of racism, some groups of Americans today but not historically considered “white” have experienced ethnic discrimination" (Mayorga, 2011, p. 8). Culturally responsive educated teachers can teach history through a cultural lens that identifies and addresses all of history rather than chosen segmented sections excluding minority and marginalized communities, educating their students and developing the student's historical knowledge and cultural awareness as well.
This section highlights the information found throughout the study and relates it to the implications of the research. These implications were drawn from the data that was collected and analyzed throughout the study, as well as the results section. These patterns and the information allow for the analysis of the role of culturally responsive teaching in the domains of elementary-age students and allow for future research and recommendations to be addressed.
Through the analysis of prior studies that encompass culturally responsive teaching, the role of culturally responsive teaching in a classroom was examined as to how it is executed in the classroom for students' overall growth and development. Examining each of the academic domains (reading, math, science, and social studies), allowed for comprehension and understanding of the significant role and benefits culturally responsive teaching has in the classroom. Themes were identified throughout the study as commonalities between studies arose. Themes as: drawing on prior connections, representation, cultural concepts, white-centric education (teacher pedagogy), the lack of translation in cultural aspects, and inclusion of all ethnicities and races. From a young age, students have innocent thoughts and opinions that have not been altered by society. Therefore, addressing and educating students on all cultures, ethnicities, and races at a younger age allows students to develop cultural competence. As evident from this study when a student is able to find connections between their prior knowledge and experience in their academic work they will be able to feel connected to the work, promoting engagement. Inside the classroom teachers can implement culturally responsive teaching across all domains, but before a teacher can teach it is immensely important that teachers educate themselves first to meet the needs of all students and respect the culture of all their students.
Culturally responsive teaching looks different across all domains, explicitly it can be seen in reading and social studies. In these domains, culture can be discussed and talked about while still involving the content. As evidenced by this study when a child is able to build on prior knowledge while being introduced to a new topic they can make connections. With the diversity in classrooms today it is crucial to address and teach all, including minorities and marginalized communities. By educating young students about the full world around them they can see and understand different opinions, perspectives, and lives of others. These connections allow an easier gateway to learning with understanding aspects of new material. Having students draw on personal experiences in the classroom prompts conversation but this conversation cannot be held without a safe learning environment. Leading to the importance of representation of all ethnicities, cultures, and races. By being aware of different student cultures in the classroom, teachers can build a curriculum around connections that can be made by all students to different cultures with equal representation promoting inclusion.
Culturally responsive teaching does not always have to be explicitly stated, representation can be integrated across all domains. As evidenced by this study culturally responsive teaching can also be used as manipulative in lessons. A teacher can add culturally relevant pictures or scenarios rather than traditional and generic manipulatives. Students from diverse backgrounds, particularly black students along with other racial minorities, are underrepresented and poorly served within the scientific community. As teachers, we can break this cycle by promoting and incorporating culturally inclusive methods as we present subject content.
Becoming culturally responsive teaches students about differences in viewpoint and that cultural diversity should be appreciated rather than judged or feared. Culture is not a problem, but a resource that can be used both inside and outside the classroom. By having multiple perspectives on the same topic the students can learn many different views which will help them in their understanding of the world around them. Teachers can do this by implementing culturally responsive teaching in the classroom, utilizing the resource of culture for the benefit of all persons in the classroom.
Cultural diversity lets us appreciate our differences. Different cultural groups have varying beliefs, customs, values, and a wide variety of characteristics that make them special. As teachers, it is immensely important to educate students on cultures as they shape the world around us. Cultural influences make people see the world differently and cultural diversity should be appreciated. Having conversations, and addressing differences inside the classroom benefits a student both inside and outside of the classroom. In the classroom teachers need to integrate culture diversity into the content, efficacy teaching the subject matter material while developing students' cultural competence.
These recommendations and strategies can allow educators to effectively and confidently practice culturally responsive teaching within their classroom to enhance the developmental and academic domains of their students to foster a rich environment for learning and growing.
When teaching reading in the classroom a teacher needs to be prepared. A teacher should have an array of children's diverse books. Representation of all cultures, races, and ethnicities gives students a chance to feel connected to the book, and to learn more about themselves. These connections are pivotal in the development of cultural awareness. Along with connections, teachers can prompt discussion between students. These conversations give students a chance to learn more about themselves and others. Another way for students to become more culturally aware is through reading about cultures. Traditional and generic children's books although helpful show an underrepresentation of minorities. When books in the classroom show equal representation it gives students the tools they need to become more culturally diverse, learning about other cultures through literature.
When teaching mathematics teachers are able to manipulate lessons with a cultural lens to activate the prior knowledge the student brings with them into the classroom. When teachers create connections between students' prior knowledge to new material, it is a way to counterattack any math-rooted anxiety in students. This can be done by integrating cultural aspects into math concepts. For example, instead of using a generic manipulative a teacher can replace that manipulative with an artifact from a culture, promoting conversation and a discussion about this artifact. Even though the student is only using it as a manipulative it introduces a new aspect of culture but does not change the lesson. In mathematics, culturally responsive teaching is implemented but does not have to be explicitly stated.
Making science a relatable feature in the lives of culturally diverse students involves integrating culturally relevant elements into daily instruction. In the classroom teachers can implement culturally responsive techniques non-explicitly just as in mathematics but teachers also have the opportunity to address the representation of minorities and people of color in the field. Thus, students can see themselves in areas such as STEM surprising them. As educators, teachers have the ability to manipulative how the subject matter is conveyed. Through this process, teachers can use it to their advantage by integrating cultural concepts and aspects into lessons.
When educating students about social studies is crucial to include all cultures, ethnicities, and races as each has its individual history each group has its role. Traditional history, whitewashed history, has been a white center often leaving out minorities and marginalized communities. Therefore, the first step teachers need to take is to educate themselves. Teachers need to address and teach the history of forgotten or neglected groups throughout history. The cultural preparation put into historical content allows students to gain and understand others' perspectives and accounts that add to history as a whole further developing students' historical knowledge. Culturally responsive educated teachers can teach history through a cultural lens that identifies and addresses all of history rather than chosen segmented sections. With inclusive classrooms,s discussions can be held between students that further develop their cultural competence and awareness.