Using Culturally Relevant Pedagogy to Promote Student Identity, Motivation, and Opportunity

Shannon M. Stanton, Ph.D.Whittier College, CA

Quick statistics United States has grown increasingly

segregated by race and class (Orfield & Lee, 2005; Kozol 2005)

African Americans and Latinos earn consistently less than their white counterparts with the same level of education (Thernstrom & Thernstrom, 2003)

Poverty and unemployment have hit communities of color harder than white communities (U.S. Consensus Bereau, 2000)

Problem Low test scores, high dropout rates with

minority students, and students underprepared for high school level reading and writing (Darling-Hammond 1998; Darling –Hammond, 2010; Kozol 2007; Noguero, 2003; Thernstrom & Thernstrom 2003)

Statistics have shown that the academic achievement gap is worse than it was 15 years ago (Thernstrom & Thernstrom, 2003)

Issues of race and power (Delpit,1995; Howard, 2010)

Lowell: A face to the Problem Lowell Middle School*, 6th -8th, Los Angeles County,

California High poverty inner city middle school

89.1% of the student receive free or reduced price meals

According to the English/Language Arts section of the school’s 2009 Accountability report 75.2% of African Americans are below basic 75.1 % of Hispanics are below basic

Test scores did not meet API (Academic Performance Index)

* All names of places and people are pseudonyms.

Theoretical Framework Culturally Relevant/Multicultural Education

(Banks,1988, 2010; Gay, 2000; Ladson-Billings, 1994; ; Nieto & Bode, 2008 Sleeter,1985)

Constructivist (Brooks & Brooks, 1998; Gardner, 1993; Brown, A. & Campione, J.,1998)

UPLIFT: Uniting Passion & Literacy for individual focus and transformation After School Literacy Program Research Question:

What is the impact of an after school literacy program with a culturally relevant and constructivist pedagogical focus, within a school setting that is test driven and employs direct instruction?

Methodology Qualitative – Participant Observer Longitudinal Pilot Study – 3 Years Situated in grounded theory Participants

Middle school students Undergraduates

Met twice a week; 1 1/2-2 hours Fieldtrips: 2 per year Data: Field notes, pictures, video, literacy

artifacts, interviews, surveys

Middle school Participants 32 students (basic, below basic) 10 girls/22 boys Focal group: 7 students (4 girls/3 boys) 47% Latino,51% African American, 2% Asian/

Pacific Islander (Filipino, Samoan) Reluctant readers

UPLIFT STRUCTURE After school snack Whole class and group rotations

Rotations 25-35 minutes

Groups Literacy – literature circles, Flocabulary, reading

scripts; Focus In - Homework Identity – projects (personal code; my people poetry Empowerment – technology (power point, educational

games)

Facilitated by a group leader from the college

Findings Culturally relevant practices allow for

student voice and active engagement Students were more engaged when they were

able to connect with their culture within the curriculum(ethnic as well as pop culture)

Critical care is essential for successful teaching

Curriculum choices expands opportunities perceived by students

Connecting to the Curriculum Literature Groups

Multicultural literature – “Hey, this book has Spanish words.” “I wish we read more books like this in class.”

“My People” Poetry “I liked writing about myself and to tell people who I am.” “I want to do more stuff like ‘My People’”

Flocabulary – vocabulary development through rap music Pen pals with college students

“Did my pen pal write back?” “Can I have two pen pals?”

History of Segregation Project “I liked learning about the history of segregation.”

FLOCABULARY: RAY KWONVocabulary words

incorporated into a rap

Use of context clues

Comprehension Skills

AnalysisVocabulary

development

Students created:Vocabulary pictures

New raps

Jokes- “Playing the dozens”

Charade skits

Music video

STUDENT experiences

“Some teachers scream in your face.” (Esmeralda) “I don’t like doing homework.” (Maria) Roberto said one of his teachers told him, “Even

though you aren’t learning, we still get paid.” “More teachers because they’re tired- there are lots

of kids in class” (Elisa) “The teachers don’t teach you. They make you work

all by yourself.” (Ryan) “You shut up or get out of my face!” (Vice Principal)

Student perceptions of school Teachers don’t care Teachers are mean Reading is boring Learning can’t be fun Homework is a waste of time

Student perceptions of uplift Why did you come to UPLIFT?

“Negative free! Negative free” “I knew it was the right place for me.” “It’s always positive here.” “Because I don’t get talked about here.” “Because we don’t get yelled for the fun with education.”

What are some things you have learned at UPLIFT? Have respect for yourself and others Self esteem To stay positive “It let me know the importance of school.” “To be a good student.” “Helped me with my homework and persuaded me to

complete all of it.”

critical care Includes the “care” (Comer, 2004; Duncan-Andrade, 2008; Gay, 2000;

Ladson Billings,1994) Warm demanders; Active resources(Duncan-Andrade, 2008)

Is intentional; it assesses needs – both academic and social – and intentionally works on meeting the need. Academic level; hunger; low self esteem

Humanizing- One that recognizes every student as someone of value - a gift, with strengths and talents to offer to others

Recognizes the whole child – with attention to the needs Encourages; creates a safe place

It demands excellence in every fabric of the environment Holds high expectations

Speaks Life Provides a counter narrative to stereotypes, beliefs, and assumption that look

at deficit models for low performance

“Death and life lie in the power of the tongue”

Consistently Example: Quote of the day: “Let your guiding principle be excellence.”

CASE STUDY: MAriaParticipated all three

yearsLatinaSelf perception:1st

year Not smart Not pretty Not a good student Didn’t turn in homework

Reluctant learnerShy

CASE STUDY: MariaI asked her if she had math homework and she replied that she didn’t have it today. To which another student said, looking at me, we just had math today. I asked Maria again and she said she threw it away. I asked her why and she said because she doesn’t like doing homework. I told her that was why this program was here, to help her with her homework. I asked her to check her folder – she was doing a word search as she was talking with me. She slowly put down her pencil and looked through her folder which was in her bag. She looked through her papers and pulled out the math paper that Antonio, Paulette, and Justine were working on. The problems were solving for the circumference. I pointed to problem one and asked her what was the diameter. She pointed to the number and then began to solve the problem. She did it very sloppily, but she answered the problem in a minute - correctly. I pointed to the next problem and she completed that one quickly as well. She proceeded to finish the entire sheet in less than 5 minutes – correctly. And then I just looked at her. I called her name, because she went back to doing the word search. When she looked up, I told her she was smart. I also told her that she has gifts and talents that only she can do and by refusing to do her work and therefore having people think she can’t do it, would be robbing others of her talents. I said she had the potential to be a doctor, lawyer, government official, but she was hiding her talents. I asked her what she thought about that and she shrugged her shoulders. I told her I might need her one day as a lawyer and if she didn’t work, when I got in trouble she wouldn’t be able to help me out. She smiled; then I asked her to do something for me – I asked her to turn the math homework she just did when it was due. She said she would. I told her to let her smartness shine, and not try to hide what she is capable of doing.(Field note, March 30, 2010)

Maria – 8th grade Turned in homework Helped others with their homework Wants to be a teacher or a doctor when she

grows up Three words she used to describe herself:

fun, kind, and smart

Expanding opportunity Activities

Field trips Guest speakers Work with artists Technology Mock college classes

Students 60% of the students changed career choice

Athlete - business owner, scientist McDonalds – video game designer Veterinarian – marine biologist Actor - Director “I didn’t know there were other types of doctors” “More careers to choose from”

85% said they would look into other colleges

Biology Lab with Dr. Valencia

Click to edit Master text styles Second level

Third level Fourth level

Fifth level

Guest: Boxer jonathan hamm

Social transformation: Implications for teacher education

Teachers need to understand that culturally responsive teaching is Responsive to the students ethnic identities Responsive to the needs of the students Responsive to the pop culture Responsive to the community culture Responsive to their students backgrounds and

what they bring to the classroom (funds of knowledge)

Responsive to their academic histories Critical care is essential

References Delpit, L. (1995). Other people's children: Cultural conflict in the classroom.

New York: The New Press.

Duncan-Andrade, J. (2008).

Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: The case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.   

Brown, A. & Campione, J. (1998). Designing a Community of Young Learners: Theoretical and Practical Lessons in Lambert’s & McCombs How Students Learn Reforming Schools Through Learner-Centered Education. Washington, American Psychological Association.

Comer, J. (2004). Leave no child behind. New Haven: Yale University Press.

Darling-Hammond, L. (1997). The right to learn. New Haven: Yale University Press.

Darling-Hammond, L. (2010). The flat world and education. New York: Teachers College Press.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice (pp. 21-44). New York: Teacher College

Howard, T. (2010). Why race and culture matter in schools. New York: Teachers College Press.

Using Culturally Relevant Pedagogy to Promote Student Identity, Motivation, and Opportunity

Shannon M. Stanton, Ph.D.Whittier College, CA

sstanton@whittier.edu