Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

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Culturally Responsive Teaching with Adult Learners

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2018100103 ◽

2018 ◽

Vol 9 (4) ◽

pp. 33-41 ◽

Cited By ~ 1

Author(s):

Christy M. Rhodes

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Multicultural Education ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Cultural Identities ◽

Responsive Teaching ◽

Inclusive Learning ◽

K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

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Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

Sustainability ◽

10.3390/su132413922 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13922

Author(s):

Ming-Min Cheng ◽

Aurora V. Lacaste ◽

Cris Saranza ◽

Hsueh-Hua Chuang

Keyword(s):

Sustainable Development ◽

Preservice Teachers ◽

Cultural Values ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Visual Aids ◽

K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

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Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

International Journal of Educational Reform ◽

10.1177/1056787919877142 ◽

2019 ◽

Vol 29 (1) ◽

pp. 3-24

Author(s):

Natasha Ramsay-Jordan

Keyword(s):

No Child Left Behind ◽

Standardized Testing ◽

Culturally Responsive Teaching ◽

Teaching Practices ◽

Culturally Responsive ◽

High Stakes Testing ◽

The United States ◽

Responsive Teaching ◽

Elementary And Secondary Education ◽

K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

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Minority Students in Computer Science

Advances in Early Childhood and K-12 Education - Handbook of Research on Equity in Computer Science in P-16 Education ◽

10.4018/978-1-7998-4739-7.ch006 ◽

2021 ◽

pp. 88-104

Author(s):

Jung Won Hur

Keyword(s):

Computer Science ◽

Minority Students ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Role Model ◽

Responsive Teaching ◽

Factors Affecting ◽

K 12 ◽

Collaborative Efforts

Over the past decade, a number of collaborative efforts to expand computer science (CS) education in U.S. K-12 schools have been made (e.g., CS 10K and CSforAll). Despite various efforts, minority students, such as African Americans and Hispanics, still face unique barriers to accessing CS courses, resulting in the underrepresentation of minorities in the field of CS. This chapter reviews factors affecting minority students' interest in and access to CS learning and identified barriers, such as a lack of CS courses offered in schools, students' lack of self-efficacy in CS, and a lack of role model who can encourage minority students to study CS in college. The chapter also introduces the culturally responsive teaching (CRT) framework, followed by a discussion on how teachers can incorporate CRT strategies to create culturally responsive computing learning environments where minority students' engagement and success in CS are promoted.

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