Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools.

Abstract

The purpose of this article is to describe the theory of culturally relevant pedagogy (CRP) and its application to PK–12 education for behavior analysts working in schools. CRP is an educational framework that asserts that successful teachers of African American students help their students gain three repertoires: (1) sociopolitical awareness, (2) cultural competence, and (3) academic excellence. The CRP framework was designed to counter the effects that racial bias has on the academic and disciplinary experiences of some students of color. This article suggests that applied behavior analysis and CRP, when used together, may strengthen educators’ efforts to reduce the effects of racism that some students of color experience. The authors first explain the tenets of CRP based on the work of Ladson-Billings (1995a, 1995b). Next, points of convergence between ABA and CRP are described. Finally, the authors offer recommendations for behavior analysts to consider when applying CRP in schools through the provision of examples of strategies and tactics derived from the behavioral literature that align with the CRP framework. The framework presented in this article has implications for behavior analysts interested in applying culturally relevant practices to their work as educators.