This document discusses the importance of culturally responsive education. It notes that culturally responsive education ensures students' cultural references are included in all aspects of teaching and learning. The document then provides several examples of achievement gaps and disproportionality in the US education system, such as higher suspension rates for boys and African American girls in preschool, as well as less access to gifted programs and advanced courses for Black and Latino students. It emphasizes that teaching and learning involve social and cultural processes, and that language and culture should be built upon rather than dismissed. Effective teaching requires understanding students' cultural backgrounds and contexts.

1. Culturally Responsive
Practices
Dr.
Rosemarie
Allen
Metropolitan
State
University
of
Denver

2. ž
Culturally
Responsive
Educa<on
is
a
framework
that
ensures
students’
cultural
references
in
all
aspects
of
teaching
and
learning.
From:
Ladson-­‐Billings
(1994).
The
Dreamkeepers:
Successful
Teachers
of
African
American
Children.
San
Francisco:
Jossey-­‐Bass
Publishers

3. ž
Why
Culturally
Responsive
Educa<on
is
important?

4. Achievement
Gaps
Dispropor<onality
Addressing
the
of
an
increasingly
diverse
student
popula<on
for
a
variety
of
individual
and
systemic
reasons.

5. ž
Gender
Inequity:
Boys
are
54%
of
the
popula<on
and
comprise
78%
of
preschool
suspensions
From:
United
States
Department
of
EducaJon,
2016

6. ž
African
American
girls
are
20%
of
the
preschool
popula<on
ž
But
54%
of
female
suspensions
in
preschool
From:
United
States
Department
of
EducaJon,
2016

7. ž
Black
Boys
are
19%
of
the
preschool
popula<on
yet
45%
of
males
suspended
From:
United
States
Department
of
EducaJon,
2016

8. ž
Children
with
disabili/es
are
dispropor/onately
suspended
in
K-­‐12

9. ž
Black
and
La<no
students
have
less
access
to
giSed
and
talented
educa<on
(GATE)
programs
From:
United
States
Department
of
EducaJon,
2016

10. ž
Black
and
La<no
students
have
less
access
to
high-­‐
level
math
and
science
courses:
From:
United
States
Department
of
EducaJon,
2016

11. ž
English
learners
represent
5%
of
students
in
schools
that
offer
AP
courses,
but
2%
of
the
students
enrolled
in
at
least
one
AP
course
From:
United
States
Department
of
EducaJon,
2016

12. All
students
need
high
quality,
culturally
responsive
instruc<on
Teaching
and
learning
is
a
social
and
cultural
process
Language
and
culture
are
strengths
to
be
built
upon
Equity
Alliance
at
ASU

13.
From:
Irvine
&
Armento
(2001).
Culturally
Responsive
Teaching:
Lesson
Planning
for
Elementary
and
Middle
Grades.
New
York,
New
York:
The
McGraw
Hill
Companies,
Inc.
This
is
a
self-­‐reflecJve
process.
“Because
there
are
no
quick
and
simple
soluJons,
no
single
program
or
packaged
intervenJon
to
train
teachers
to
teach
culturally
diverse
students,
the
issue
of
reflecJon
becomes
criJcally
important.
Any
aSempt
to
generate
“tricks
of
the
trade”
must
be
avoided
because
of
the
complexity
of
the
issue
and
because
of
the
individual
needs,
moJvaJons,
experiences,
and
abiliJes
of
children
of
color.”

14. Addressing
Our
Own
Biases
Let’s
Reflect
on
Ourselves

16. Why
Don’t
We
Want
to
Talk
About
Race?
“We
have
become
so
poli<cally
correct
that
we
don’t
know
what
to
say
and
when
to
say
it.
We
don’t
know
what
to
say
to
anyone
anymore.”
Lee
Jones,
Florida
State
University.

17. Let’s
Pretend
it
doesn’t
exist!
• Racial
E<quefe:
Not
polite
to
discuss
that
which
makes
us
uncomfortable
(Omi
and
Winant,
2002).
• Saying
“We’re
all
the
same”,
or
“I
don’t
see
color”
fails
to
acknowledge
difference
others
experience
(Harries,
2014).

19. Cultural
Disconnects

20. What
is
Culture?
Culture:
• The
way
we
live
• Values,
mores,
customs
• Behavioral
expecta<ons
• Belief
Systems
• Communica<on
styles
• Tradi<ons
that
are
shared
and
passed
between
genera<ons

21. Culture
impacts
the
way
children:
• Learn
• Cope
• Solve
problems
• Communicate
Viewing
the
child
through
this
cultural
context
provides
an
understanding
of
the
child
and
the
factors
that
influence
learning
and
behaviors
(Gay,
Geneva
2010.
Culturally
Responsive
Teaching)

22. “You
Must
Study
The
Student!”
Gloria
Ladson-­‐Billings

24. I
Wish
My
Teacher
Knew:

25. Elements:
Of
Culture
At
School
We
must
be
aware
of
our
own
cultural
framework
and
context
1The
Culture
that
Already
Exists
2The
Culture
We
Bring
3The
Culture
That
is
Created
Kozleski,
(2010).
Culturally
Responsive
Teaching
Mafers!
Equity
Alliance

26. The
Cultural
Background
We
Bring
With
Us:
Beliefs
and
percep<ons
Personal
Iden<<es
Cultural
Prac<ces
Kozleski,
Elizabeth
(2010).
Culturally
Responsive
Teaching
Mafers!
Equity
Alliance

27. ž
The
Culture
we
bring
with
us…

28. Iceberg Theory of Culture
Beyond
Culture,
Edward
T.
Hall,
1976

29.
The
Roots:
Unseen
and
rarely
discussed:
• Habits
&
assump<ons,
• understandings,
values,
judgments
• nature
of
friendships,
• tone
of
voice,
• antude
toward
elders,
• concept
of
cleanliness,
• paferns
of
group
decision-­‐making,
• preference
for
compe<<on
or
coopera<on,
• problem-­‐solving
The
Branch/Leaves:
What
we
see:
• Dress
• Music
• Food
At
the
Trunk:
Hidden
Rules
Some/mes
Discussed:
• concepts
of
<me,
• personal
space,
• rules
of
conduct,
• facial
expressions,
• nonverbal
communica<on

30.
Cultural
congruence
between
the
child’s
home
and
school
is
the
cornerstone
of
culturally
responsive
prac<ces
(Joseph
&
Strain,
2010;
Monroe,
2010).
Developing
a
child-­‐
centered,
culturally
relevant,
affirming
and
suppor<ve
environment
decreases
the
incidents
of
challenging
behaviors
in
early
childhood
senngs
(Bal,
Thorius
&
Kozleski,
2012;
Fox
&
Hemmeter,
2009;
James,
2013;
Powell,
Dunlap
&
Fox,
2006).

31. Culturally
Responsive
Prac<ces
uses
the
cultural
capital
of
the
child
to
inform
and
drive
all
teaching
and
learning
(Gay,
2010)
.

32. Culturally
responsive
prac<ces
affirm
and
sustain
the
cultural
capital
the
child
brings
into
the
classroom
environment.
Culturally
responsive
prac<<oners
use
the
culture
of
the
child
as
the
founda<on
for
teaching
and
learning.
Children’s
cultural
iden<ty
is
developed,
fostered
and
embraced
in
culturally
responsive
classrooms.
(Gay,
2002;
Ladson-­‐Billings,
1994)

33. Effec<ve
implementa<on
of
culturally
responsive
prac<ces
requires
professional
development
ac<vi<es
that
include
knowledge
of:
• implicit
bias
and
its
impact
on
decision
making,
• culturally
responsive
prac<ces
and
how
to
implement
the
prac<ces
in
the
classroom,
• the
role
of
cri<cal
reflec<on
in
challenging
assump<ons,
as
well
as
interpre<ng,
understanding
and
reframing
experiences
(Brookefield,
1995;
Delpit,
2012;
Gay,
2002;
Mezirow,
2003).

34. • “Kids
get
it,
that
we
get
them”
Principle
One:
Students
are
honored
in
their
cultural
connec/ons
• The
children
are
represented
in:
– Content
– Stories
– People
– Examples
– Inclusion
– Kids
feel
honored
recognized
and
seen
Principle
One
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

35. Principle
Two
Principle
2
Teachers
are
personally
culturally
invi/ng
– Kids
understand
that
we
enjoy
them
and
enjoy
being
with
them
– There
are
personal
connec<ons
to
each
student
– Teachers
develop
personal,
meaningful
and
posi<ve
rela<onships
with
each
child
• “Kids
get
it,
that
we
like
them”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

36. Principle
Three
Principle
3
• Classroom
is
physically
and
culturally
invi/ng
– Children
see
themselves
in
the
classroom
– Pictures,
books,
games,
reflect
the
culture
of
the
children
– The
classroom
is
afrac<vely
displayed
with
learning
• “School
looks
like
me”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

37. Principle
Four
Principle
4
Children’s
development
and
efforts
are
reinforced
– Teachers
see
children
from
a
strength-­‐based
lens
– Teachers
look
for
and
acknowledge
the
posi<ve
behaviors
of
children
– Children
are
perceived
as
smart
and
capable
learners
• “Catch
kids
being
good”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

38. Principle
Five
Principle
5
Adjus<ng
instruc<onal
strategies
to
meet
the
needs
of
unique
learning
and
cultural
styles
of
the
children
• Accommoda<ng
WHO
the
kids
are
• “Singing
in
harmony
with
the
kids
song”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

39. Principle
Six
Principle
6
Classroom
management
is
caring
and
consistent
– Children
are
inten<onally
taught
culturally
appropriate
prosocial
skills
– Children
are
taught
classroom
expecta<ons
– Rules
are
clear,
implemented
consistently,
and
reinforced
regularly
– Guidance
is
instruc<ve,
not
puni<ve
• “Respect
begins
with
the
teacher”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

40. Principle
Seven
Principle
Seven:
Instruc/on
is
individual
as
well
collec/ve
• Coopera<on
skills
are
promoted
• Individual
development
is
supported
• Peer-­‐to-­‐peer
teaching
and
learning
takes
place
• “Student-­‐Centered
Learning”
Gary
Howard,
7
Principles
of
Culturally
Responsive
Teaching.
You
Tube

41. 41
Culturally
Responsive
Teaching
is…
Culturally
Responsive
Prac<ces
The
LENS
through
which
teachers
SEE
Children
and
their
learning.
The
FILTER
through
which
teachers
LISTEN
to
how
children
express
their
needs
and
desires
The
WAY
in
which
teachers
INTERACT
with
children
using
curricular
materials,
and
making
educa<onal
decisions

42. Where
Are
You
in
your
journey
to
becoming
culturally
responsive?

43.
LOVE
HAS
NO
LABELS
hfps://www.youtube.com/watch?v=PnDgZuGIhHs