scholarly journals Closing the Achievement Gap in the Classroom Through Culturally Relevant Pedagogy

2022 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Awilda Hernandez
Keyword(s):  
English Language Learners ◽  
Achievement Gap ◽  
Culturally Relevant Pedagogy ◽  
Classroom Environment ◽  
English Language ◽  
Culturally Relevant ◽  
Economic Status ◽  
Closing The Achievement Gap ◽  
Wide Range ◽  
Relevant Pedagogy

It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers’ perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: (a) teachers’ ideas about Culturally Relevant Pedagogy and the classroom environment, and (b) school and district support on Culturally Relevant Pedagogy and social community, resources, and teachers’ training to understand Culturally Relevant Pedagogy. This paper explores themes to reveal how in-service teachers perceived their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students’ everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with low socio-economic status, and racial/ethnic minorities were the focus of this study.

Where's the Race in Culturally Relevant Pedagogy?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32
Author(s):  
H. Richard Milner Iv
Keyword(s):  
Language Arts ◽  
Culturally Relevant Pedagogy ◽  
English Language Arts ◽  
English Language ◽  
Culturally Relevant ◽  
Empirical Studies ◽  
Pedagogical Practices ◽  
Successful Teachers ◽  
American Children ◽  
Relevant Pedagogy

Background/Context When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional moves of teachers, especially with Black students. Since the introduction of this pedagogy, researchers and theorists have broadened Ladson-Billings's conceptualization to include various other factors. However, race is no longer as central as it was when the framework was introduced. Purpose/Objective I examine published literature on culturally relevant pedagogy in mathematics and English language arts that has considered race in some form. The purpose of this synthesis is to highlight patterns across the literature and to consider potential future areas of study to strengthen and encourage focused research on race and CRP. Setting I reviewed established literature to examine the intersections of race, culturally relevant pedagogy, and mathematics or English language arts. Research Design I analyzed research articles in the areas of mathematics and English language arts that examined race in some form between 2004–2014 to determine how race is situated and connected to the core of culturally relevant pedagogy. Conclusions/Recommendations Although race was a critical component of Ladson-Billings's conceptualization of culturally relevant pedagogy, research studies in the area demonstrate a marginal, at best, emphasis on race. Studies in the areas of mathematics and English language arts that do include race tend to focus on superficial aspects of race. Future studies should return to the root of the theory and include race as an essential component of empirical studies that draw from culturally relevant pedagogy as an analytic tool to describe pedagogical practices of teachers.

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