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ERIC Number: ED394910
Record Type: RIE
Publication Date: 1996-Feb-24
Pages: 27
Abstractor: N/A
Reference Count: N/A
Strategies for Teaching in a Culturally Responsive Manner.
Rodriguez, Yvonne E.; Sjostrom, Barbara R.
This study examines how student teachers and teacher practitioners approach cultural diversity in their classrooms, teachers' underlying assumptions about teaching to diversity, and specific strategies used by teachers in their classrooms. The study tested the capacity of five culturally responsive pedagogy competencies to elicit specific strategies for implementing these competencies in elementary and secondary classroom settings across urban, suburban, and rural school districts. The competencies (monocultural perspective; acceptance; respect; tolerance; and affirmation, solidarity and critique) were analyzed across a multicultural framework. The analysis discerned the degree to which teachers demonstrated a propensity to use a culturally responsive (multicultural) or a monocultural approach in their teaching. Study participants were 45 randomly selected teachers distributed across all educational levels and types of settings. Of these, 38 volunteered to be interviewed by trained teacher candidates. Results indicated that participants used a preponderance of strategies in the monocultural level though strategies reflecting tolerance and acceptance appeared with more frequency. There was no evidence of teaching at the multicultural level of affirmation, solidarity or critique. Appendixes contain a description of the five culturally responsive competencies and an outline of the characteristics of multicultural education. (Contains 28 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Acceptance; Diversity (Student); Dominant Culture; Solidarity; Tolerance
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (48th, Chicago, IL, February 21-24, 1996).