STEM doctoral mentoring: a call for a conscious, culturally responsive journey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Sanczyk ◽  
Lisa R. Merriweather ◽  
Cathy D. Howell ◽  
Niesha C. Douglas
Keyword(s):  
Doctoral Students ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Research Study ◽  
The United States ◽  
Mentor Training ◽  
Content Type ◽  
Stem Programs ◽  
Stem Faculty ◽  
Responsive Pedagogy

PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

Truth Hidden in Plain Sight: How Social–Emotional Learning Empowers Novice Teachers’ Culturally Responsive Pedagogy in Title I Schools

2021 ◽  
pp. 002205742199186
Author(s):  
Paul Michalec ◽  
Jodie L. Wilson
Keyword(s):  
Novice Teachers ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Emotional Learning ◽  
Instructional Coaches ◽  
Social And Emotional ◽  
Linguistically Diverse Students ◽  
Responsive Pedagogy ◽  
Using Data

Educational inequity for students in highly impacted urban schools in the United States remains a persistent challenge despite efforts to reshape teaching practices. This article argues for the inclusion of holistic qualities of novice teacher effectiveness, including how the social and emotional learning (SEL) of teachers contributes to the development of critically informed pedagogies for teaching culturally and linguistically diverse students. Using data from 21 interviews with novice teachers, mentor teachers, instructional coaches, and school leaders, we argue that the skills and dispositions for student SEL can be used to inform understanding and implementation of culturally responsive pedagogy for novice teachers.

The dispositions for culturally responsive pedagogy scale

2018 ◽  
Vol 12 (1) ◽  
pp. 10-24 ◽  
Author(s):  
Manya C. Whitaker ◽  
Kristina Marie Valtierra
Keyword(s):  
Factor Analysis ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Career Counseling ◽  
Culturally Responsive ◽  
Discriminant Validity ◽  
Culturally Responsive Pedagogy ◽  
Content Type ◽  
Expert Review ◽  
Responsive Pedagogy

Purpose The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS). Design/methodology/approach Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent and discriminant validity analyses. Findings The final scale contains 19 Likert items across three dispositional domains: Disposition for Praxis, Disposition for Community and Disposition for Social Justice. The alpha reliability value for the overall scale was 0.92. Practical implications The DCRPS can be used in teacher preparation programs for programmatic evaluation, for teacher candidate growth assessment or for career counseling. Originality/value Other scales related to multicultural education reflect teachers’ general beliefs about diversity and/or inclusive education. The DCRPS is the first scale that assesses teachers’ beliefs and attitudes underlying culturally responsive teaching practices.

Culturally Responsive Pedagogy in Teacher Education

2019 ◽  
Author(s):  
Conra Gist ◽  
Iesha Jackson ◽  
Bianca Nightengale-Lee ◽  
Keisha Allen
Keyword(s):  
United States ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Linguistically Diverse ◽  
The United States ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Diverse Student ◽  
Responsive Pedagogy

To effectively teach an increasingly diverse student population throughout the United States, scholars and teacher educators have become proponents of using culturally responsive pedagogy. Culturally responsive pedagogy is defined as a combination of knowledge, practices, and dispositions that center racially, ethnically, and linguistically diverse students’ cultural traditions, experiences, and perspectives to facilitate meaningful and transformative learning opportunities. Culturally responsive pedagogy is particularly important for students of color who have persistently been marginalized in U.S. schools and will become increasingly relevant in teacher education as the racial, ethnic, and linguistic diversity of school populations continues to grow in the United States. As such, educator preparation programs are key teacher learning sites for preparing future teachers to be able to engage in culturally responsive pedagogical practices with their students. In the context of the United States, traditional educator preparation has often centered its program designs for a White female teacher population, preparing them to address the learning needs of racially, ethnically, and linguistically diverse student populations via sense making and application activities in individual courses, community service projects, and fieldwork experiences. These efforts are often additive approaches for addressing culturally responsive pedagogy in the curriculum and not always central to the mission of programs. Scholars have challenged piecemeal preparation approaches for addressing culturally responsive pedagogy and argued for an integration of culturally responsive approaches throughout preservice teacher preparation experiences. Despite calling attention to such approaches, several issues complicate this effort. For one, the pervasive Whiteness that encompasses most educator preparation programs must be acknowledged, critiqued, and addressed in ways that many programs are ill-equipped to do given the demographic makeup of the teaching faculty. Even if some programs recognize this pressing need and work to emphasize the importance of culturally responsive pedagogy in the core mission statements of their programs, close examination of the program design suggests gaps of the application as it relates to the learning experiences of teacher candidates. Further, there is growing concern regarding the overemphasis of culturally responsive approaches for preparing White teachers in ways that overlook the learning and preparation needs of teachers of color. Given these challenges, discourse on culturally responsive pedagogy in teacher education must be addressed through the perspective of multiple stakeholders and program facets, with a common goal of emphasizing rigorous, engaging, and challenging educational opportunity for racially, ethnically, culturally, and linguistically diverse youth in schools.

Perceptions of culturally responsive pedagogy in teaching SEL

2019 ◽  
Vol 13 (1) ◽  
pp. 70-81 ◽  
Author(s):  
Tia Navelene Barnes ◽  
Kathleen McCallops
Keyword(s):  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
School Personnel ◽  
Student Population ◽  
Content Type ◽  
Cultural Mismatch ◽  
Culturally Responsive Practices ◽  
White Middle Class ◽  
The Usa ◽  
Responsive Pedagogy

Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability. Social implications Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch. Originality/value There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

scholarly journals Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom

2020 ◽  
Vol 37 (1) ◽  
pp. 51-62
Author(s):  
Hetty Roessingh
Keyword(s):  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Video Clip ◽  
Linguistically Diverse ◽  
Integrated Approach ◽  
Elementary Classroom ◽  
Academic Vocabulary ◽  
Responsive Pedagogy ◽  
Langue Seconde

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

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