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

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 998-1018
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 151-171
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

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.

Sign in / Sign up

Export Citation Format

Share Document