Does Culturally Relevant Teaching Work? An Examination From Student Perspectives

Christy M Byrd

doi:10.1177/2158244016660744

Abstract

Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions of classrooms that vary in the amount of culturally relevant practices. The sample was 315 sixth- through 12th-grade students sampled from across the United States (62% female, 25% White, 25% Latino, 25% African American, and 25% Asian) who completed surveys of their experiences of culturally relevant teaching, cultural socialization, opportunities to learn about other cultures, and opportunities to learn about racism. Elements of culturally relevant teaching were significantly associated with academic outcomes and ethnic-racial identity development. The findings provide support for the effectiveness of culturally relevant teaching in everyday classrooms.

Highlights

The current study seeks to explore how culturally relevant teaching and school racial socialization are associated with the academic and attitudinal outcomes of diverse middle and high school students
The current study uses a diverse, nationwide sample to test the benefits of culturally relevant teaching and positive school racial socialization
The first model explored the associations of culturally relevant teaching and racial socialization with self-reported grades

Summary

Introduction

The current study seeks to explore how culturally relevant teaching and school racial socialization are associated with the academic and attitudinal outcomes of diverse middle and high school students. School racial socialization refers to messages to students encouraging positive racial attitudes and an understanding of the role of race and culture in society (Hughes et al, 2006). In terms of high expectations, culturally relevant teachers offer a challenging curriculum and scaffold students’ learning. They build on students’ strengths and take personal responsibility for students’ success. Relevant teachers use students’ previous experiences and funds of knowledge gained from their families and communities as assets in the classroom. These teachers create bridges from students’ knowledge to the classroom content as way to affirm student. Relevant teachers create bridges by bringing the outside world into the classroom and sending students into the community for service learning

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