2016 McJulien Scholars Panel: A Reflection of Culturally Responsive Teaching in Education

1. 2016 McJulien Scholars Panel: A Reflection of Culturally Responsive Teaching in Education Center for Educational and Instructional Technology Research (CEITR) University of Phoenix School of Advanced Studies

2. Presented by:Dr. Lequisha Brown Joseph, Facultylbrownjoseph@email.phoenix.eduDr. Sandra G. Nunn, Research Fellow / Facultysandynunn@email.phoenix.eduDr. Michelle Susberry Hill, Facultychelle638@email.phoenix.edu

3. Introduction • Culturally responsive teaching in: • K-6 • 7-12 • Higher education

4. Overview • Examine culturally responsive teaching in K-6, 7-12, and higher education relative to: • Current literature • Perspectives • Practices

5. Culturally Responsive Teaching in K-6 • Culturally Responsive Classroom • Culturally Relevant Teachers • Have opportunities to access cultural resources • Have knowledge to enrich the learning and academic performance of students • Culturally Relevant Rubric for English Language Learner (ELL) Students

6. Culturally Responsive Teaching in K-6 • Perspectives • Classrooms • Physical representations • Assignments • Textbooks • Is my classroom culturally relevant?

7. Culturally Responsive Teaching in K-6 • Practices • Awareness of curriculum • Internet and old sources • Media • Example: Dove commercial (Astor, 2017) • How it showed African-American woman becoming Caucasian after using Dove soap • Example: Donation of Dr. Seuss’s books (Hoffman, 2017) • Books were rejected because of racist illustrations

8. Culturally Responsive Teaching in 7-12 • Current Literature • Geneva Gay (2010) Culturally Responsive Teaching: Theory, Research & Practice • NEA (2016) 9 states (Alaska, Arkansas, California, Indiana, Iowa, Minnesota, Montana, New Mexico, and South Dakota) currently have stand-alone state cultural knowledge or competence standards • Research confirms student engagement improves when teachers are confident in their ability to include relevant, personalized, culturally connected learning experiences into their classroom instruction (Edwards, 2014; Gay, 2010; Ladson-Billings, 2009; Oyerinde, 2008).

9. Culturally Responsive Teaching in 7-12 • Perspectives The NEA (2008; n.d.) believes: - Racial, ethnic, and cultural diversity creates a rich American tapestry that enriches us all - There is a need for culturally competent educators will continue to grow as the nation’s students become more diverse - Cultural competence a key policy issue in the 21st century - Culture is the sum total of experiences, knowledge, skills, beliefs, values, and interests represented by the diversity of students and adults in our schools.

10. Culturally Responsive Teaching in 7-12 • Practices • Ibid, Sims, & Osher (2007) • Valuing diversity • Being Culturally Self Aware • Understanding the dynamics of cultural interactions • Institutionalizing cultural knowledge and adapting to diversity • Gay (2002) describes CRT as using: • Cultural knowledge • Prior experiences • Frames of reference • Performance of Styles of ethnically diverse students • All to make learning encounters more relevant & effective

11. Culturally Responsive Teaching in Higher Education • Current Literature • Scant literature available compared to K-12 literature • Reliance on work of Gay (2010) and Ladson-Billings (2009) • Newer works by other authors: • Ford (2014); Han et al. (2014); Hartman (2016); Jenkins (2016); Jett (2013); Lucey & White (2017); Ragoonaden & Mueller (2017); Enyeart Smith, Wessel, & Polacek (2017); Welton & Martinez (2014);

12. Culturally Responsive Teaching in Higher Education • Perspectives • Many of the perspectives appear to have similar ideas • Work of Gay (2010) and Ladson-Billings (2009) “provides the underpinnings from which current work on culturally responsive teaching is grounded” (Jett, 2013, p. 105)

13. Culturally Responsive Teaching in Higher Education • Practices • Consist of several key points • Prepare educators to use culturally responsive teaching • Enact culturally responsive teaching • Recognize tensions with culturally responsive teaching • Use opportunities to evolve • Expand the framework of culturally responsive teaching in higher education (Han et al., 2014)

14. Implications Need for greater expansion of culturally responsive teaching across all educational levels, especially in higher education Need for the remaining states to incorporate stand-alone state cultural knowledge or competence standards

15. Conclusion Teachers who are confident in their ability to influence how well students learn often take personal responsibility for student achievement (Guskey, 1981; Tschannen-Moran & Woolfolk Hoy, 2001). CRT is a mindset; Howard (1999) so aptly stated, “We can’t teach what we don’t know.” Therefore, the mindset of CRT has the ability change how we teach when we are ready to learn what we don’t know.

16. References Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching (Document No. IC-2). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/ Astor, M. (2017, October 8). Dove drops an ad accused of racism. The New York Times. Retrieved from: https://www.nytimes.com/2017/10/08/business/dove-ad-racist.html Edwards, M. A. (2014). Every child, every day: A digital conversion model for student achievement. Upper Saddle River, NJ: Pearson Higher Ed. Enyeart Smith, T. M., Wessel, M., & Polacek, G. N. (2017). Perceptions of cultural competency and acceptance among college students: Implications for diversity awareness in higher education. ABNF Journal, 28(2), 25-33. Ford, D. Y. (2014). Why education must be multicultural: Addressing a few misperceptions with counterarguments. Gifted Child Today, 37(1), 59-62. Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. Qualitative Studies in Education, 15, 613-629. Gay, G. (2010). Culturally responsive teaching. (3rd ed.). New York, NY: Teachers College Press. Guskey, T. R. (1981a). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44-51. Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 10(3), 290-312. doi:10.1080/17425964.2014.958072 Hartman, H. J. (2016, February 28). Strategies for teaching culturally diverse learners. Retrieved from: https://www.hetl.org/strategies-for-teaching-culturally-diverse-learners/ Hoffman, A. (2017, September 29). Melania Trump tried to donate books to a school. Here's why the librarian sent them back. Time. Retrieved from: http://time.com/4962801/melania-trump-dr-seuss-books/

17. References Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press. Ibid; King, M.A., Sims, A., & Osher, D. (2007). How is cultural competence integrated into education? Washington, D.C.: Center or Effective Collaboration and Practice, American Institutes for Research. Retrieved from: http://cecp.air.org/cultural/Q_integrated.htm Jenkins, China M. (2016). "It's the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education,“ Adult Education Research Conference. Retrieved from: http://newprairiepress.org/aerc/2016/papers/23 Jett, C. C. (2013). Culturally responsive collegiate mathematics education: Implications for African American students. Interdisciplinary Journal of Teaching and Learning, 3(2), 102-116. Retrieved from: http://www3.subr.edu/coeijtl/files/Download/IJTL-V3-N2-Summer%202013-Jett-pp102-116.pdf Ladson-Billings, G. (2000). Fighting for our lives preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214. Ladson-Billings, G. (2009). The dream keepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass. Lucey, T. A., & White, E. S. (2017). Mentorship in higher education: Compassionate approaches supporting culturally responsive pedagogy. Multicultural Education, 24(2), 11-17. National Education Association (NEA). (2008). An NEA policy brief: Promoting educators’ cultural competence to better serve culturally diverse students. Retrieved from: http://www.nea.org/assets/docs/PB13_CulturalCompetence08.pdf National Education Association (NEA). (n.d.) Diversity toolkit: Cultural competence for educators. Retrieved from: http://www.nea.org/tools/30402.htm#MI Oyerinde, S. A. (2008). A correlational study of teacher efficacy and culturally responsive teaching techniques in four public middle schools (Doctoral dissertation). University of Missouri, Kansas City, MO. (UMI: 3328709). Ragoonaden, K., & Mueller, L. (2017). Culturally responsive pedagogy: Indigenizing curriculum. The Canadian Journal of Higher Education, 47(2), 22-46.

18. References Tschannen-Moran, M., and Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Welton, A. D., & Martinez, M. A. (2014). Coloring the college pathway: A more culturally responsive approach to college readiness and access for students of color in secondary schools. The Urban Review, 46(2), 197-223. doi:http://dx.doi.org/10.1007/s11256-013-0252- Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.