{"id":1289,"date":"2020-09-21T10:30:12","date_gmt":"2020-09-21T15:30:12","guid":{"rendered":"https:\/\/ele.local\/?p=1289"},"modified":"2023-06-08T14:45:37","modified_gmt":"2023-06-08T19:45:37","slug":"culturally-responsive-teaching-in-higher-ed","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/culturally-responsive-teaching-in-higher-ed\/","title":{"rendered":"Curricula that Account for All Students: A Look at Culturally Responsive Teaching in Higher Ed"},"content":{"rendered":"<p>Black, Latino, Indigenous, and poverty-affected college students are often presented with curricula designed for majority white students from middle- and upper-class backgrounds. Far from being neutral or \u201ccolorblind,\u201d this can reinforce structural inequities. Culturally responsive teaching in higher education attempts to confront and remove equity gaps by viewing the cultural knowledge of students as an asset and then scaffolding that knowledge to the concepts being taught.<\/p>\n<h2>Making teaching relevant and engaging<\/h2>\n<p>\u201cWhen education isn\u2019t relevant, it\u2019s hard to grab on to,\u201d says\u00a0<a href=\"https:\/\/www.achievingthedream.org\/people\/17352\/dr-ruanda-garth-mccullough\">Ruanda Garth-McCullough, Associate Director of Teaching and Learning at Achieving the Dream<\/a>. \u201cCulturally responsive teaching charges college educators to make what they\u2019re teaching relevant to the students.\u201d<\/p>\n<p>Garth-McCullough is also one of the co-authors of <em><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/resources\/caring-for-students-playbook\/\">The Caring for Students Playbook<\/a><\/em>, developed by Every Learner Everywhere\u00ae, The Online Learning Consortium, and Achieving the Dream, which emphasizes culturally responsive teaching as a practice that centers student care.<\/p>\n<p>Culturally responsive teaching is more than engaging students with pop culture references, of course, but doing that much at least \u201cis just good teaching,\u201d says Garth-McCullough. \u201cYou should know who the students are that you\u2019re serving. You should analyze your curriculum to see if what you\u2019re teaching reflects who you\u2019re teaching. Whose voices are you privileging?&#8221;<\/p>\n<p>As a starting point, Garth-McCullough suggests instructors review the readings and assignments on the syllabus, analyze the gender, class, and race of the authors, and then ask whose voices are being privileged. What implicit statements is the syllabus making about what cultural knowledge is valued, or is \u201ccorrect\u201d?<\/p>\n<p><em>Related reading \u2014 <a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/bringing-trauma-informed-teaching-into-the-online-college-classroom\/\">Bringing Trauma-Informed Teaching Into the Online College Classroom<\/a>\u00a0<\/em><\/p>\n<h2>Culturally responsive teaching gets below the surface<\/h2>\n<p>Garth-McCullough says a good outline of this subject is Zaretta Hammond\u2019s 2014 book,\u00a0<em><a href=\"https:\/\/us.corwin.com\/en-us\/nam\/culturally-responsive-teaching-and-the-brain\/book241754\">Culturally Responsive Teaching and the Brain<\/a><\/em>. Though primarily about K-12 education and cognitive development, the three \u201clevels\u201d of culturally responsive teaching that Hammond describes provides a useful framework for college and university faculty:<\/p>\n<ul>\n<li aria-level=\"1\">Surface \u2014 observable and concrete elements of culture, such as food and music<\/li>\n<li aria-level=\"1\">Shallow \u2014 cultural norms and attitudes, communication styles, nonverbal cues<\/li>\n<li aria-level=\"1\">Deep \u2014 tacit cultural knowledge, worldview, guiding ethics<\/li>\n<\/ul>\n<p>Each of these levels of culture informs how students learn. For example, at a surface level, students will connect differently to the voices and examples that appear in the curriculum.<\/p>\n<p>Meanwhile, culturally responsive teaching working at a deep level understands that students from different cultures will respond differently to competitive work environments or to projects that emphasize individual effort versus collective knowledge.<\/p>\n<p>In a blog post for Achieving the Dream, Garth-McCullough and her colleague Richard Sebastian outline <a href=\"https:\/\/www.achievingthedream.org\/news\/18315\/using-open-educational-resources-to-create-a-culturally-relevant-classroom\">eight competencies for culturally responsive teaching<\/a>:<\/p>\n<ol>\n<li aria-level=\"1\">Recognize and redress bias in the system.<\/li>\n<li aria-level=\"1\">Draw on students\u2019 culture to shape curriculum and instruction.<\/li>\n<li aria-level=\"1\">Bring real-world issues into the classroom.<\/li>\n<li aria-level=\"1\">Model high expectations for all students.<\/li>\n<li aria-level=\"1\">Promote respect for student differences.<\/li>\n<li aria-level=\"1\">Collaborate with families and the local community.<\/li>\n<li aria-level=\"1\">Communicate in linguistically and culturally responsive ways.<\/li>\n<li aria-level=\"1\">Reflect on one\u2019s cultural lens.<\/li>\n<\/ol>\n<h2>Closing equity gaps with culturally responsive pedagogy<\/h2>\n<p>Instructors who want to truly engage students need to be aware of how minoritized and poverty-affected students in particular may experience the curriculum, course policies, and classroom dynamics, says Garth-McCullough: \u201cToo often we give students the message to check all your cultural information at the door \u2014\u00a0 your beliefs, your ways of being \u2014 so we can transform you in this \u2018academic\u2019 way.\u201d<\/p>\n<p>But when ethnically or racially minoritized students are essentially asked to start from scratch in the classroom, it only exacerbates the disparities that already exist in the educational system.<\/p>\n<p>Oftentimes, before making sure a diversity of voices is represented, instructors first need to ensure texts and other course materials aren\u2019t actively hostile toward minoritized students. For example, the State University of New York surveyed a criminal justice course and found the main textbook almost exclusively showed images of Black and Brown males as the criminals. They used a\u00a0<a href=\"https:\/\/www.achievingthedream.org\/resource\/16746\/launching-oer-degree-pathways-an-early-snapshot-of-achieving-the-dream-s-oer-degree-initiative-and-emerging-lessons\">grant from Achieving the Dream (ATD) to create a new open-access text that didn\u2019t perpetuate harmful stereotypes<\/a> and that was more representative of U.S. crime statistics.<\/p>\n<h2>Culturally responsive teaching across the institution<\/h2>\n<p>Reaching students from many cultural backgrounds is a skill faculty are hungry for, notes Garth-McCullough, citing the popularity of the\u00a0<a href=\"https:\/\/www.achievingthedream.org\/event\/17593\/atd-teaching-learning-summit-building-a-culture-of-teaching-excellence-for-student-success\">culturally responsive teaching track at ATD\u2019s most recent Teaching and Learning Summit<\/a>. ATD also offers equity webinars online and workshops at community college campuses.<\/p>\n<p>A lot of this is individual work, with faculty identifying their own role in shutting out some student experiences. However, when culturally responsive teaching is treated as an individual preference for college instructors, it\u2019s hard to get institution-wide traction.<\/p>\n<p>\u201cI think where most institutions struggle is in making faculty development in this area optional,\u201d says Garth-McCullough. She points to several colleges that are making culturally responsive teaching an institutional priority:<\/p>\n<ul>\n<li aria-level=\"1\">Community College of Baltimore County\u00a0<a href=\"http:\/\/crt-cc.org\/\">has educated over 1,500 of their instructors and staff<\/a> about culturally responsive teaching in their center for teaching and learning. They also offer train-the-trainer courses and put on conferences on the subject.<\/li>\n<li aria-level=\"1\">Columbus State Community College in Ohio\u00a0<a href=\"https:\/\/www.cscc.edu\/employee\/communications\/update\/2020\/GDICertificateJan2020.shtml\">offers a Global Diversity and Inclusion Certificate<\/a> through courses on microaggressions, diversity, and implicit bias.<\/li>\n<li aria-level=\"1\">Community College of Aurora in Colorado\u00a0<a href=\"https:\/\/www.ccaurora.edu\/programs-classes\/instructional-intervention-support\/instructional-framework\">offers multiple classes and workshops<\/a> for instructors designed to confront equity gaps that impact degree completion.<\/li>\n<\/ul>\n<p>\u201cWe lose ground when training is optional,\u201d says Garth-McCullough. \u201cI would love to see a time when this is as important as training on how to log in to Blackboard.\u201d<\/p>\n<aside>\n<aside class=\"inline-callout\">\n<h2>Additional culturally responsive teaching resources<\/h2>\n<p><a href=\"https:\/\/steinhardt.nyu.edu\/metrocenter\/ejroc\/culturally-responsive-curriculum-scorecards\">Culturally Responsive Curriculum Scorecards<\/a> from The Metropolitan Center for Research on Equity and the Transformation of Schools at New York University<\/p>\n<p><a href=\"https:\/\/sps.northwestern.edu\/distance-learning\/how-do-i\/course-accessible\/course-content-inclusive.php\">How Do I Make My Course Content Inclusive?<\/a> from The Northwestern University School of Professional Studies<\/p>\n<p><a href=\"https:\/\/www.learningoutcomesassessment.org\/wp-content\/uploads\/2019\/02\/OccasionalPaper29.pdf\">Equity and Assessment: Moving Towards Culturally Responsive Assessment<\/a> from The National Institute for Learning Outcomes Assessment<\/p>\n<\/aside>\n<\/aside>\n<h2>Culturally responsive teaching reaches students, wherever they are<\/h2>\n<p>This work can make college and university educators feel vulnerable, especially when they aren\u2019t used to talking about structural inequities. The key is to focus on centering the student\u2019s needs and identifying the shortfalls of the existing curriculum, rather than putting the blame on students for not being \u201ccollege ready.\u201d<\/p>\n<p>Writing for the Faculty Focus blog, Gwen Bass and Michael Lawrence-Riddell emphasize that\u00a0<a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/culturally-responsive-teaching-and-udl\/\">culturally responsive teaching has a lot in common with inclusive course design<\/a>. Both concepts are about \u201cmaking space for all learners\u201d by \u201cproviding multiple means of representation, expression, and engagement.\u201d<\/p>\n<p>While creating a culturally responsive classroom is a journey rather than something that will happen during a single semester, Garth-McCullough recommends starting by making the invitation to ethnically and racially minoritized students intentional and explicit. \u201cThey need to know that their cultural knowledge is welcomed, seen as an asset, and valued in this academic space.\u201d<\/p>\n<p>By centering student cultural knowledge as part of a university\u2019s strategic plan and investing in faculty training, colleges and universities can begin to make progress toward culturally responsive teaching.<\/p>\n<p><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/resources\/caring-for-students-playbook\/\" class=\"btn\"><span style=\"font-weight: 400;\">Download\u00a0 <\/span><em><span style=\"font-weight: 400;\">Caring for Students Playbook: Six Recommendations<\/span><\/em><\/a><\/p>\n<p><span style=\"font-weight: 400;\">\u200d<\/span><i><span style=\"font-weight: 400;\">Originally published September 2020. Updated September 2021 with additional information and references.<\/span><\/i><\/p>","protected":false},"excerpt":{"rendered":"<p>Black, Latino, Indigenous, and poverty-affected college students are often presented with curricula designed for majority white students from middle- and upper-class backgrounds. Far from being neutral or \u201ccolorblind,\u201d this can <a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/culturally-responsive-teaching-in-higher-ed\/\" class=\"more-link\">&#8230;<\/a><\/p>","protected":false},"author":10,"featured_media":1291,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1289","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Curricula for Every Student: Culturally Responsive Teaching in Higher Ed<\/title>\n<meta name=\"description\" content=\"Resource guide on culturally responsive teaching for higher education instructors working to close equity gaps.\" \/>\n<meta name=\"robots\" content=\"index, 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