Culturally Relevant Teaching

by Shaimaa Elbalkimy

In today’s world, classrooms are filled with students from diverse cultures, backgrounds, identities, and languages, yet many students still feel ignored rather than valued. Including students’ cultures and backgrounds in education through culturally responsive teaching (CRT) can help bridge the gap between students’ lives at home and their experiences at school. It can also support marginalized groups and foster greater academic success.

CRT is a student-centered approach that connects students’ cultures, languages, experiences, and identities to learning. It helps students feel represented, respected, and more engaged in the classroom. CRT should be implemented in all classrooms because it creates a more inclusive and equitable learning environment, especially for marginalized groups. This is particularly important considering that over 80% of the U.S. teaching workforce identifies as White, female, and middle class, while more than 50% of public school students identify as students of color. These differences highlight the importance of asset-based approaches such as culturally sustaining pedagogy (CSP) in creating equitable learning opportunities for all students (theory into practice, Taylor & Francis, 1962.)

Teaching should not be based on the assumption that there is one “normal” or “generic” student. Gloria Ladson-Billings argues that schools and teacher preparation programs often assume that all children learn in the same way, while only making small adjustments for students who are viewed as different, such as students with disabilities, multilingual learners, or students from diverse racial and cultural backgrounds. Ignoring students’ cultural, and social experiences can create serious challenges. We can prevent these issues by paying attention to students’ identities and experiences(Baglieri, Susan. “Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability”).

The results of the 2000 Census also show that the United States is becoming increasingly diverse. One out of every three students enrolled in schools identified as part of a racial or ethnic minority group, one in five children lives in poverty, and more than one in seven children speaks a language other than English at home. (Educational Research Service, 1995; National Center for Educational Statistics, 2000).

Although much has been discussed about the importance of diversity in classrooms, teachers must also consider the many factors that affect students’ learning. Good intentions alone are not enough without meaningful action. For this reason, preparing teachers to use culturally responsive teaching is essential. This preparation should include rethinking the curriculum, fostering social-emotional learning, and ensuring that classrooms are emotionally safe and inclusive for all students, especially those who suffered from traumas.

Teacher candidates should also develop sociocultural consciousness by reflecting on their own identities, beliefs, and biases. They need opportunities for self-analysis and discussions about inequality at schools. At the same time, they should learn to see students’ cultural differences as assets rather than deficits. Teacher education programs should prepare teachers to challenge stereotypes and respect students from nondominant backgrounds.

Future teachers should also experience constructivist learning, where students actively build knowledge through their own experiences and understanding. Examples include “I Am From” poetry in students’ native languages, oral storytelling traditions, and inquiry-based projects centered on students’ lived experiences and cultural backgrounds.

Building authentic relationships and strong classroom communities is equally important because culturally responsive teaching cannot exist without trust and respect between teachers and students. Teachers need to understand students’ family backgrounds and cultures. This can be done through conversations with students and families, home visits, classroom discussions, “All About Me” activities, and one-on-one conversations. Since valuing students’ voices is essential, teacher candidates should have opportunities to observe and work alongside culturally responsive educators in diverse classrooms. These field experiences, combined with reflection, help future teachers connect theory to real classroom practice.

Integrating culture into the curriculum is another essential aspect of CRT. This means moving beyond regular celebrations and instead embedding diverse perspectives into everyday lessons. Instructional strategies may include discussions about social issues and incorporating students’ interests such as music or community topics. (Villegas, Ana María, and Tamara Lucas. “PREPARING CULTURALLY RESPONSIVE TEACHERS RETHINKING THE CURRICULUM.” 2002).

Finally, as Maya Angelou once said, “In diversity there is beauty and there is strength.” I truly believe that diversity is where empathy, humanity, power, and resilience exist.

For this reason, diversity and culturally responsive teaching should be integrated throughout teacher education programs rather than treated as separate or isolated topics.

References

• Villegas, Ana María, and Tamara Lucas. “PREPARING CULTURALLY RESPONSIVE TEACHERS RETHINKING THE CURRICULUM.” 2002. ed.fullerton.edu, https://ed.fullerton.edu/lift/_resources/pdfs/linguistics_and_cultural_diversity/Preparing%20Culturally%20Responsive%20Teachers.pdf. (Educational Research Service, 1995; National Center for Educational Statistics, 2000).
• Baglieri, Susan. “Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.”