Culturally Responsive Strategies for Effective Teaching

Format

Individual Presentation

Presenters

Dr. Regina C. Watts Lewis, Harrison County School DistrictFollow
Elizabeth K. Arnold, Harrison County School DistrictFollow

First Presenter's Institution

Harrison County School District

Second Presenter's Institution

Harrison County School District

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Session 3 (Ballroom E)

Strand #1

Social & Emotional Skills

Relevance

Our proposal relates to the Social and Emotional Skills strand because it offers researched-based content on cultural diversity and multicultural education. Our proposal provides teachers with culturally responsive teaching practices and cultural diversity discussion that offers a wealth of knowledge and tools teachers need to strengthen skills in culturally responsive teaching practices, enhance cultural awareness, and improve cultural competency development for effective teaching.

Brief Program Description

Our proposal presents information regarding beliefs about diversity, implicit bias, ESSA, equality, equity, cultural disconnect, and culturally responsive teaching strategies. Our objective is to provide participants with research-based strategies and tools, knowledge, and understanding of culturally responsive strategies designed to raise the bar and close the gap for underserved student groups as identified in the ESSA.

Summary

In our proposal, teachers’ beliefs will be discussed within the context of not only race and ethnicity, but also culture and other factors. We will present a multitude of research that not only offers culturally responsive instructional strategies but also information regarding the relationship between teachers’ beliefs about diversity and the decisions teachers make as they engage with diverse student groups, and the impact these decisions have on student learning outcomes. Research suggests teachers promote strong positive outcomes in student learning when there is a degree of familiarity with students’ cultural backgrounds. However, many students who are taught by culturally unaware teachers often experience cultural discontinuity, or a cultural disconnect, between the students’ home culture and their school culture. Culturally, racially, ethnically, and economically diverse (CREED) students are particularly affected by these beliefs. Some researchers suggest differences in communication styles as a reason for the disconnect; others suggest differences in middle-class and working-class speech to children. While other researchers suggest the lack of cross-cultural experiences and educational background to teach in diverse cultural environments, yet others suggest the use of culture blindness to cope with their fears and inexperience with cultural diversity as other reasons for the disconnect. The lack of experience suggests that teachers need more cultural diversity training. Our proposal is important because teachers who are properly trained about cultural differences and preconceived beliefs about diversity will be better prepared to teach diverse student groups. Thus, it is imperative that teachers gain an understanding of their beliefs about diversity and knowledge of culturally responsive strategies.

Most importantly, our research-based proposal will provide participants with a wealth of knowledge and tools to enhance awareness of cultural diversity by adding to cultural competency development and strengthening skills in culturally responsive teaching practices to promote equity and improve academic achievement for all children especially for high-poverty populations.

Evidence

According to Geneva Gay (2002), a highly referenced researcher on the topic of culturally responsive pedagogy, using the cultural characteristics, experiences, and perspectives of ethnically diverse students, teachers build learning communities, promote more effective communication, and present appropriate instructional delivery to students. The National Education Association (2011) (NEA) promoted the use of culturally responsive instruction, social justice, equity, and mutual respect in the classroom. According to the NEA (2011), teachers should use culturally relevant, non-stereotypical textbooks and culturally supportive resources and activities that celebrate students’ similarities, differences, strengths, and weaknesses. In addition, the NEA suggested that teachers focused on students’ academic strength and ability, build positive relationships with students, their families, and the community. Amy Brace (2011) examined teachers’ level of cultural competence with urban students. The researcher found that teachers believed that better relationships with students would increase academic achievement. The results from this study revealed that students were more willing to work and engage in the educational process. The researcher concluded that teachers needed to have positive attitudes toward diversity and cultural differences for students to achieve at high levels in the classroom.

Biographical Sketch

Presenter 1: Dr. Regina Watts Lewis is principal of Harrison County Alternative School. She has over 25 years of experience working in public education. She holds M.S. and Ph.D. degrees in Educational Leadership. She has also received numerous awards for leadership, support, and commitment to students in the field of education.

Presenter 2: Elizabeth Kay Arnold is a teacher at the Harrison County Alternative School with over 20 years of teaching experience. She holds a B.S. and M.Ed. in Education and is currently completing her PhD in Educational Leadership. She has received numerous awards for leadership and excellence in education.

Keyword Descriptors

Culturally responsive teaching, teacher beliefs, cultural diversity, effective teaching, equity and equality, cultural competency development, cultural disconnect, multicultural education

Presentation Year

2020

Start Date

3-9-2020 3:00 PM

End Date

3-9-2020 4:15 PM

Recommended Citation

Watts Lewis, Dr. Regina C. and Arnold, Elizabeth K., "Culturally Responsive Strategies for Effective Teaching" (2020). National Youth Advocacy and Resilience Conference. 25.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2020/2020/25