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Dukes, Charles; Ming, Kavin M.; Finnegan, Lisa A.; Miller, Katie M. – Multicultural Learning and Teaching, 2023
The theoretical base for culturally responsive practices is well established. This strong foundation can be strengthened through the identification and description of the empirical work demonstrating the utility of these practices when used to promote skill development in children. The purpose of this qualitative review of the literature was to…
Descriptors: Culturally Relevant Education, Literacy Education, Literature Reviews, Teaching Methods
Hunter, William C.; Barnes, Keishana L.; Taylor, Aylcia; Rush, Charmion; Banks, Tachelle – Multicultural Learning and Teaching, 2023
In this article, two instructional practices, "Numbered Heads Together" (NHT) and "Carousel Brainstorming" (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning…
Descriptors: Elementary Secondary Education, Culturally Relevant Education, Student Diversity, Educational Strategies
Sankofa, S. Divine; Muñoz, Natalie; Philippe, Deanna; Genao, Soribel; Rodríguez, Cristóbal – Multicultural Learning and Teaching, 2022
Amid the global COVID-19 pandemic, which highlighted the disparities of healthcare for Black and Brown communities, the tragic and senseless deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, Tony McDade, and Rashard Brooks took place before we were halfway into 2020. Furthermore, while Black deaths at the hands of police are the highest rate…
Descriptors: Group Unity, Minority Groups, Culturally Relevant Education, Television
Braunstein, Lauren B.; Ozdemir, Ozgur; Garcia, Chad – Multicultural Learning and Teaching, 2021
The current demographic gap that exists between a predominantly white and female teacher force and an increasing diverse K-12 student population has prompted a focus on the recruitment and retainment of teachers of color. These recruitment and retainment efforts at times come at "the expense of preparation" (Gist, 2014, p. 266). Further,…
Descriptors: Preservice Teachers, Minority Group Students, Minority Group Teachers, Student Diversity
Obiakor, Festus E. – Multicultural Learning and Teaching, 2021
Black people all over the world have historically endured slavery, colonialism, racism, prejudice, and discriminatory actions; and they continue to be disenfranchised, disadvantaged, disillusioned, and demeaned by institutions and systems. Of late, Black people in the United States, especially Black males have been encountering blatant police…
Descriptors: African Americans, Blacks, Racial Bias, Racial Discrimination
Byrd, Marie – Multicultural Learning and Teaching, 2020
Closing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as minority and/or students of color from low-socioeconomic families and communities, English language learners and recent…
Descriptors: Achievement Gap, Minority Group Students, Low Income Students, Cultural Awareness
Young, Jemimah L. – Multicultural Learning and Teaching, 2020
The racial achievement gap is one of the most persistent and pervasive issues in educational research. Unfortunately, the current research on Black student achievement lacks empirical studies that address the academic strengths and challenges facing Black girls. Specifically, there is a dearth of resources in the form of books, articles, and…
Descriptors: African American Students, Females, Academic Achievement, Barriers
Boyd, Fenice B.; Ridgeway, Monica L.; Nyachae, Tiffany M. – Multicultural Learning and Teaching, 2019
In this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students' future when they have access to alternative learning…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Teacher Responsibility, Curriculum
Linville, Darla – Multicultural Learning and Teaching, 2018
Lesbian, gay, bisexual, trans, queer and questioning students are commonly thought of as vulnerable to bullying and harassment in US schools, although there is hope that school climates are improving for LGBTQQ youth with the implementation of anti-bullying legislation and policies in almost every state. Although these policies address most overt…
Descriptors: Sexuality, Sexual Identity, Homosexuality, Discourse Analysis
Thomas-Alexander, Sashelle; Harper, Brian E. – Multicultural Learning and Teaching, 2017
This study investigates the beliefs of mentor teachers with respect to urban classrooms as well as their confidence level with respect to working with a diverse array of urban students. When presented with a simple, unambiguous query concerning urban schools and the Culturally Responsive Teaching Self-Efficacy Scale, mentor teachers in this sample…
Descriptors: Mentors, Culturally Relevant Education, Teacher Supervision, Urban Schools
Chamberlain, Steven Paul – Multicultural Learning and Teaching, 2015
Coming to understand how cultural differences influence interactions between educators and students and their parents is a complex and perhaps life-long discovery. Culture helps to define groups' belief systems and expectations for appropriate behavior, often at a hidden level. Pre-service teachers need multiple opportunities to interact with…
Descriptors: Educational Opportunities, Cultural Differences, Teacher Education Programs, Phenomenology
Algozzine, Bob – Multicultural Learning and Teaching, 2015
Inclusion or providing educational opportunities for all students alongside their natural neighbors and peers remains a highly valued goal for me. Ensuring that effective educational practices are available and provided to all students and that no cultural, ethnic, or other groups are disproportionately placed in ineffective education settings…
Descriptors: Cultural Pluralism, Inclusion, Educational Opportunities, Response to Intervention
Wang, Chuang; Algozzine, Bob; Porfeli, Erik – Multicultural Learning and Teaching, 2015
"Closing the achievement gap" (i.e. reducing differences in performance across racial and ethnic groups) has been the rallying cry and holy grail for reform efforts in American education for some time. In addition to influences associated with school and teacher factors, researchers have now turned their attention to characteristics in…
Descriptors: Achievement Gap, Student Diversity, Community Resources, Social Capital
Yawn, Christopher D. – Multicultural Learning and Teaching, 2014
Across the United States, the number of blacks entering and graduating from college is at its highest level. Seemingly, progress is being made, however, probing individual students about their experiences may reveal that appearance of diversity in higher education does not translate into acceptance from the majority group. This article discusses…
Descriptors: Equal Education, Barriers, African American Students, Student Experience
Banks, Tachelle; Sapp, Marty; Obiakor, Festus E. – Multicultural Learning and Teaching, 2014
Not all children and youth will respond the same way to scripted interventions. Children and youth require intervention strategies that are designed to meet their wide-ranging needs in order to be successful during and after school years. Yet, educators and counselors apply behavior strategies to promote prosocial behavior without exploring…
Descriptors: Student Needs, Student Diversity, Competency Based Education, Emotional Development