What is known about culturally responsive instruction?
Response:
Thank you for the question you submitted to our REL Reference Desk regarding
research on culturally responsive instruction. We have prepared the following memo with
research references to help answer your question. For each reference, we provide an abstract,
excerpt, or summary written by the study’s author or publisher. The references are selected from
the most commonly used research resources and may not be comprehensive. Other relevant
studies may exist. References are listed in alphabetical order, not necessarily in order of
relevance. We have not evaluated the quality of these references but provide them for your
information only.
Research References
Au, K. (2009). Isn’t culturally responsive instruction just good teaching?
Social
Education, 73(4), 179-183. https://eric.ed.gov/?id=EJ849640 From the abstract: “Culturally responsive instruction appears to offer the potential to
improve students' academic achievement and chances for success in school. However, it
is not easy to see how culturally responsive instruction can be applied, especially in
classrooms with students of many different cultural and linguistic backgrounds. In the
first section of this article, the author discusses the key characteristics of culturally
responsive instruction. In the second section, she responds to three frequently asked
questions about culturally responsive instruction. In the final section, she discusses
practical implications in terms of classroom structures for participation.”
Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and
inquiry-based science education in K-12 settings: Implications for advancing equitable
science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143-1173. https://eric.ed.gov/?id=EJ1156627 From the abstract: “Employing metasynthesis as a method, this study examined 52
empirical articles on culturally relevant and responsive science education in K-12 settings
to determine the nature and scope of complementarity between culturally responsive and
inquiry-based science practices (i.e., science and engineering practices identified in the
National Research Council's "Framework for K-12 Science Education"). The findings from this study indicate several areas of complementarity. Most often, the inquiry-based
practices "Obtaining, Evaluating, and Communicating Information, Constructing
Explanations and Designing Solutions," and "Developing and Using Models" were used
to advance culturally responsive instruction and assessment. The use and development of
models, in particular, allowed students to explore scientific concepts through families'
funds of knowledge and explain content from Western science and Indigenous
Knowledge perspectives. Moreover, students frequently "Analyzed and Interpreted Data"
when interrogating science content in sociopolitical consciousness-raising experiences,
such as identifying pollution and asthma incidences in an urban area according to
neighborhood location. Specific inquiry-based practices were underutilized when
advancing culturally responsive science instruction, though. For example, "Using
Mathematics and Computational Thinking" and "Engaging in Argument from Evidence"
were infrequently encountered. However, culturally responsive engineering-related
practices were most often connected with these, and thus, represent potential areas for
future complementarity, particularly as the United States embraces the Next Generation
Science Standards. In considering innovative directions for advancing equitable science
education, several possibilities are discussed in light of the findings of this study.”
Harding-DeKam, J. L. (2014). Defining culturally responsive teaching: The case of
mathematics. Cogent Education, 1(1), 1-18. https://eric.ed.gov/?id=EJ1087920 From the abstract: “Elementary classroom teachers in eight school districts across
Colorado, United States, share the knowledge of their students' home and community life,
define culturally responsive mathematics based on the children they instruct, and give
examples of how students learn math through culture in their classrooms. Findings from
two interviews, classroom observations, and student artifacts reveal that teachers have an
intimate cultural knowledge of the students in their classrooms, define culturally
responsive mathematical practices consistent with research, use culturally responsive
mathematics teaching for authentic learning, and express a need for additional
professional development and curriculum support for culturally responsive mathematics
instruction. Culturally responsive mathematics is important in elementary classrooms
because it allows students to make personal connections to mathematics content.”
Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018).
Examining how proactive management and culturally responsive teaching relate to
student behavior: Implications for measurement and practice. School Psychology Review,
47(2), 153-166. https://eric.ed.gov/?id=EJ1182041 From the abstract: “The discipline gap between White students and African American
students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally
responsive teaching practices relate to student behavior or how to assess using such
practices in the classroom. Identifying proactive behavior management and culturally
responsive teaching practices that are associated with positive student behavior may
inform teacher training and bolster efforts to reduce disparities in behavioral and
academic performance. The current study examined the association between student
behaviors and the observed use of and teacher self-reported efficacy in using culturally
responsive teaching and proactive behavior management practices. Data were collected
from 274 teachers in 18 schools. Structural equation modeling indicated a statistically
significant association between observations of culturally responsive teaching and
proactive behavior management practices, with observed positive student behaviors in
classrooms. Implications for measurement and practice are discussed.”
Mackay, H., & Strickland, M. J. (2018). Exploring culturally responsive teaching and
student-created videos in an at-risk middle school classroom. Middle Grades Review,
4(1), Article 7. https://eric.ed.gov/?id=EJ1175683 From the abstract: “As the United States public school classrooms encounter notable
shifts in student demographics and increased access to technology, teachers face the dual
challenges of cultural and digital differences as they attempt to build relationships with
students and develop responsive and relevant instruction. Framed by culturally
responsive teaching (CRT), this qualitative study explored how one middle school
teacher and his students in two summer school English classes interacted with and
responded to novel technology-based instructional approach that sought to connect the
students' lives outside of school to the classroom. The findings suggest that involving the
students within this culturally responsive teaching approach using student-created videos
informs the contribution of both the teacher and the students for connecting home and
school contexts with a CRT framework.”
Mayfield, V. M., & Garrison-Wade, D. (2015). Culturally responsive practices as whole
school reform. Journal of Instructional Pedagogies, 16, 1-17. https://eric.ed.gov/?id=EJ1069396 From the abstract: ““Despite our best efforts, black children still lag behind white children
in academic performance on standardized academic measures. Unconscious racism and
our lack of ability to confront it present the most salient reason for the indefatigable
prevalence of inequitable opportunities for children of color which undeniably result in
achievement gaps. This study identified specific culturally responsive practices
schoolwide in a middle school that is successfully closing academic opportunity gaps
between White and Black students. The findings indicate professional development
served as a conduit for ongoing discussions on race and building the cultural competency of staff. These discussions served to promote culturally responsive practices found in
leadership, parent engagement, learning environment, and pedagogy.”
Piazza, S. V., Rao, S., Protacio, M. S. (2015). Converging recommendations for
culturally responsive literacy practices: Students with learning disabilities, English
language learners, and socioculturally diverse learners. International Journal of
Multicultural Education, 17(3), 1-20. https://eric.ed.gov/?id=EJ1104910 From the abstract: “This study examines culturally responsive pedagogy across the fields
of special education, multicultural literacy education, and teaching English language
learners. A systematic review of recommendations identified culturally responsive
practices in five key areas: dialogue, collaboration, visual representation, explicit
instruction, and inquiry. Educators are encouraged to adopt a critical and responsive
stance that incorporates students' cultural knowledge and lived experiences when
implementing these recommendations. Creating classrooms that promote culturally
responsive and effective instruction is grounded in the definition of literacy as a social
practice and leads to more equitable learning opportunities in all areas.”
Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. Reading Teacher, 68(7), 552-559. https://eric.ed.gov/?id=EJ1055726 From the abstract: “Culturally responsive instruction uses, "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." Because
approximately 75% of districts choose to use one of the various publisher-created reading
programs, it is imperative for teachers to understand how to utilize culturally responsive
teaching practices within the context of such programs. The components of culturally
responsive instruction can be addressed within practices many teachers already use while
implementing core reading programs (i.e. demonstrating care for students, incorporating
opportunities for student collaboration, and strategically using instructional techniques to
elicit better engagement). This article provides teachers with specific examples to
illustrate how cultural responsiveness can be achieved when teachers thoughtfully
consider the learning and communication styles of culturally and linguistically diverse
students when planning cooperative learning and engagement strategies.”
Additional Organizations to Consult
Association for Supervision and Curriculum Development (ASCD): http://www.ascd.org/publications/books/111022/chapters/Culturally-Responsive-Instruction.aspx
From the website: “ASCD is dedicated to excellence in learning, teaching, and leading so
that every child is healthy, safe, engaged, supported, and challenged. Comprising 114,000
members—superintendents, principals, teachers, and advocates from more than 127
countries—the ASCD community also includes 57 affiliate organizations. Our diverse,
nonpartisan membership is our greatest strength, projecting a powerful, unified voice to
decision makers around the world.”
Inclusive Schools Network: https://inclusiveschools.org/category/resources/culturally-responsive-instruction/
From the website: “Today’s children are increasingly more diverse in their cultures,
languages, abilities, interests and learning styles. We must create environments where
student differences are supported and celebrated so that all students are provided with the
best opportunity to learn. This resource page focuses on what educators, school leaders
and parents can do to promote culturally responsive environments – classrooms where
students are connected and active members of the school community.”
Institute of Education Sciences, Regional Educational Laboratory: https://ies.ed.gov/ncee/edlabs/regions/midwest/blogs/culturally-responsive-instruction-best-practices.aspx
From the website: “The Regional Educational Laboratories (RELs) work in partnership
with educators and policymakers to develop and use research that improves academic
outcomes for students. The ten Regional Educational Laboratories (RELs) work in
partnership to conduct applied research and trainings with a mission of supporting a more
evidence-based education system.”
Methods:
Search Strings. Culturally responsive instruction outcomes OR culturally responsive instruction
student achievement OR culturally responsive teaching OR culturally responsive pedagogy
Searched Databases and Resources.
ERIC
Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google
Scholar)
Commercial search engines (e.g., Google)
Reference Search and Selection Criteria. The following factors are considered when selecting references:
Date of Publication: Priority is given to references published in the past 10 years.
Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to surveys, descriptive analyses, and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.
REL Mid-Atlantic serves the education needs of Delaware, District of Columbia, Maryland, New Jersey, and Pennsylvania.
This Ask A REL was prepared under Contract ED-IES-17-C-0006 by Regional Educational
Laboratory Mid-Atlantic administered by Mathematica Policy Research. The content does not
necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does
mention of trade names, commercial products, or organizations imply endorsement by the U.S.
Government.