Culturally Responsive Teaching
Marisol Moreno (Diaz)
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As a Mexican child in school I had all kinds of labels, "at-risk", "low SES (socio-economic status)", "undocumented" and "LEP" (limited English Proficiency). I am the eldest of three; we grew up in El Paso, TX, moving constantly from one apartment to the other. My mom, a single parent, did her best to provide for us. Although society might have constructed us as "poor" economically, our family was very rich in cultural and linguistic wealth. Though our linguistic and cultural wealth was never seen as a valuable asset in school systems, it was this wealth that united my small family and fueled me through school and college. Therefore I can honestly say that for me what made a difference in my life was my family's cultural capital rather than the content I was forced to learn in school. I did not learn how to overcome adversity through textbooks or handouts, I learned this at home.
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How does Marisol demonstrate Culturally Responsive Teaching?
Relationships
Relevant curriculum & knowledge frameworks
Intellectually challenging and meaningful
Socio-cultural, active learning processes
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“Using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students.” (Gay, 2000, p. 29).
“Students of color come to school having already mastered many cultural skills and ways of knowing. To the extent that teaching builds on these capabilities, academic success will result ” (Gay, 2010, p. 213)
What is Culturally Responsive Teaching?
Gay, G. (2000, 2010). Culturally responsive teaching. New York, NY: Teachers College Press.
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What is Culturally Responsive Teaching?
Geneva Gay
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What is Culturally Responsive Teaching?
Ladson-Billings, G. (1994). The Dreamkeepers. Jossey-Bass.
Exemplary Teachers of Latino Youth
“It’s important to try to tap into the students and figure out who they were and talk to their parents, and visit them in positive ways, not ‘your son or daughter is in trouble.’ Then you get kind of invited to social events, quinceñeras and things in the community. . . .A large part is just listening to them, and asking questions and talking with them.”
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Irizarry, J. & Raible, J. (2011). Beginning with El Barrio. Journal of Latinos in Education.
Household Funds of Knowledge�Luis Moll
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Household Funds of Knowledge
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“Our analysis of funds of knowledge represents a positive (and, we argue, realistic) view of households as containing ample cultural and cognitive resources with great potential utility for classroom instruction. . . This view of households, we should mention, contrasts sharply with prevailing views of working class families as disorganized socially and deficient intellectually.” (1992, p. 134)
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31(2): 132-141.
Household Funds of Knowledge: What families may describe
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Household Funds of Knowledge: Mapped against subject areas
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Science Crop planting, animal management, hunting, tracking animals, soil and irrigation, fixing mechanical things, etc. | Literacy Bible study, family stories, print advertisements and notices, family letters, etc. |
Math Renting, selling, loans, managing income, shopping for best values, budgeting money, etc. | Social studies, history, geography Local mapping, local history, building codes, where immigrant relatives came from, immigration routes, etc. |
Health, PE Herbal medicine, first aid procedures, games, childcare, etc. | Arts Folk music, carpentry and other woodworking, textile design, masonry, etc. |
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Community Cultural Wealth
Resistance Capital
Navigational Capital
Social Capital
Familial Capital
Linguistic Capital
Aspirational Capital
Tara Yosso, (2005). Whose culture has capital? Race Ethnicity & Education
Community Cultural Wealth
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Curriculum
Relevant
(honors alignment in most cases)
= Raza Studies Curriculum
Pedagogy
= Raza Studies Pedagogy
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Student – Teacher – Parent
Interaction
an Academic Identity +
= Raza Studies Student-Teacher
Relations Model
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Academic Proficiency for
Latino Students
Academic Identity for
Latino Students
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+
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Increased Academic Achievement for
Latino Students
The Raza Studies Model:
Critically Compassionate Intellectualism
Cammarota, J and Romero, A, (2006) Latino Studies Journal, and Multicultural Education Journal
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Cabrera, N. L., Milam, J. F., Jaquette, O., & Marx, R. W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American student controversy in Tucson. American Educational Research Journal 51(6): 1084-1118.
Raza Studies: Academic Impact
�“The estimated relationship between MAS participation and student educational attainment was surprisingly strong. Analyses from our initial report had not included covariates for prior academic achievement (Cabrera et al., 2012). We expected the estimated relationship to decline once these covariates were included, but it did not. Instead, the robustness of the coefficient on MAS participation was consistent with the descriptive statistics in Table 2. The MAS students had significantly lower 9th- and 10th-grade GPAs as well as 10th-grade AIMS scores than their non-MAS peers. However, they had significantly higher AIMS passing and graduation rates than their non-MAS peers.”
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Lopez, F. A. (2016). Culturally responsive pedagogies in Arizona and student’s achievement. Teachers College Record.
Culturally Responsive Pedagogies
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“Teachers’ beliefs about Spanish instruction, funds of knowledge, and critical awareness were all positively related to students’ reading outcomes. For teachers reporting the highest level of each of the aforementioned dimensions, students’ reading scores were associated with approximately .85 SD (Spanish), .60 SD (funds of knowledge), and 1.70 SD (critical awareness) higher reading outcomes at the end of the school year.” (p. 27)
“. . . .an increase of about .20 SD for students with the highest levels of ethnic affirmation.” (p. 26)
Culturally Responsive Pedagogies
Academic Impact
Lopez, F. A. (2016). Culturally responsive pedagogies in Arizona and student’s achievement. Teachers College Record.
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Classroom practice
Knowledge of students, where they come from
Culturally Responsive Teaching
Brainstorm strategies you could use to become familiar with community and household funds of knowledge.
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Source: Augustus Hawkins High School, Los Angeles
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Source: Augustus Hawkins High School, Los Angeles
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Source: Augustus Hawkins High School, Los Angeles
“Neighborhood Walk”
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Spend some time walking around the neighborhood, observing and listening. If possible, have a child or youth give you a tour. Pay attention to things such as geometric shapes in building designs, kinds of plant life and rocks that are present, kinds of stores that are present, styles of music played, kinds of games children play, and so forth. Then make a list of things in the neighborhood you can build upon, as examples or lessons, to help teach what you are being certified to teach to children from this neighborhood. Try to identify at least twelve things you can draw on from the students' neighborhood experience, to help them understand concepts in your subject area better.
What you saw Related academic concept Ideas for curriculum
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“Community Assets”
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Select five adults from a community that is culturally different from yours, or from the neighborhood of a school in which you are doing a field placement. Tell them that you are learning to teach, and have been encouraged to get to know the community being served by the school. With their permission, ask questions such as the following:
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“Community Resources”
Find out who local residents of the community see as their leaders and/or spokespeople. Be sure you get the residents' perspectives, rather than outsiders' perspectives. Make a map of the community. Find out what churches and organizations people in the neighborhood affiliate with, including both formal organizations (such as NAACP) and informal organizations (such as a group of parents that meets periodically). Identify media (newsletters, newspapers) that serve the neighborhood. Ask about items such as church bulletins, Black or Hispanic newspapers, and community center newsletters, as well as radio stations, magazines, etc. that people in the neighborhood "tune in" to. Below are interview questions that you can use to guide this part of your investigation.