Culturally Responsive Practice
Difficult conversations aboutrace, ethnicity, and equity are necessary. Data indicates that the benefits of even the most successfulevidence-based interventions are not guaranteed to be equally effective for allgroups (Skiba, Horner et al., 2008). Therefore, we design our work to be culturally responsive and to promoteequity. We investigate identity, power, and privilege. We support educators indeveloping the skills necessary to restructure school and society. We challengedeficit perspectives and redesign the systems that support them.
Culturally responsive practice is intended to ensure that allgroups are benefitting equally from instruction and classroom managementpractices. It is often applied for race and ethnicity, but should be consideredwhenever there is a group that is not benefitting in an educational environment.It involves a set of congruent educator/stakeholder behaviors, attitudes, andpolicies that come together in a system that works for all students. At theclassroom level, a culturally responsive approach means being aware of culturaldifferences, examining teaching materials and practice, and adapting programsand interventions, as appropriate, to respond to different student needs. On aninstitutional level, culturally responsive practice involves monitoring theeffects of programs and interventions for all students, especially those fromgroups that have been historically marginalized. At its heart, culturalresponsiveness involves self reflection, continuous examination of data,raising difficult and sometimes awkward questions about why some studentssucceed and others do not, and making adjustments that can improve theinstructional/disciplinary match for all groups of students.
ResourcesCulturally Responsive Teaching Fact Sheet
Equity Pedagogy Presentation