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1. Culturally Responsive Teaching
and Academic Success
Tary Tobin, Joe Hoover & Erin Chaparro
University of Oregon

2. Advance Organizer: Topics
I. Definitions, Characteristics, and Examples
of Culturally Responsive Teaching
II. Factors Affecting Academic Success
III. What Is Known to Help Students Do Well?
Evidence-based?
IV. What Else Do Experts Believe Would Help?
And Why?
V. Considerations When Making Decisions for
Your Situation

3. “The mismatch between school and
self-identified race is greatest for
American Indian students. . .
• For American Indian students, only 55 percent of
school-identified American Indian fourth graders and
only 60 percent of school-identified American Indian
eighth graders choose the same designation.
• The reverse mismatch (percentage of all self-identified
students who are assigned the same category by the
school) is similar . . . among student who designate
themselves to be American Indian, only 44 percent of
4th graders and 65 percent of 8th graders are also
reported to be American Indian by the school” (Fischer
& Stoddard, 2013, p. 138).

4. They also found ethnic and racial gaps in
achievement, which leads us to wonder if
more culturally responsive teaching could
reduce those gaps.
• "On average, school-identified American
Indians score 60 percent of a standard
deviation lower than school identified
whites on the NAEP math exam in 4th
grade, increasing . . . by 8th grade" (Fischer &
Stoddard, 2013, p. 142).

5. II. Definitions, Characteristics, and
Examples of Culturally Responsive
Teaching

6. What is “culturally responsive
teaching?”
• What do authors mean when they use the
phrases "culturally relevant" to describe
teaching, instruction, schooling, pedagogy,
intervention, etc.
• What role does diversity play in this?

7. What is “culturally responsive teaching?”
(Continued)
• “Culturally responsive teaching is defined as
using the cultural characteristics, experiences,
and perspectives of ethnically diverse
students as conduits for teaching them more
effectively” (Gay, 2002, p. 106).
• Teach using culturally relevant symbols,
language, dance, art, legends, folktales,
games, items, examples, values, customs, and
celebrations.

8. What is “culturally responsive teaching?”
(Continued)
• “The social interaction process must be
accepted both among students and between
students and teacher. Each individual must
perceive that she or he is free to assist, free
to offer assistance, and free to make personal
contact with other students and the teacher”
(Shade, 1997, p. 106).

9. “Culturally Responsive Teaching” for
Native American Students
• Includes concepts from cultural traditions and
suggestions from community members (Arviso et
al., no date; Cross et al., 2011).
• Is NOT focused on “high stakes testing” (Quijada
Cerecer, 2014, p. 197).
• Respects “Indigenous” knowledge, languages,
ceremonies, festivals, and multicultural books /
information . . . (Quijada Cerecer, 2013, p. 612).
• Recognizes and accepts Native students’ “traditional
knowledge of storytelling, the rhythm of traditional
narratives, the oral structures of these narratives
and the importance of this type of literature in the
local community” (Zepeda, 1995, p. 14.).

10. What is “culturally responsive teaching?”
(Continued)
For Latino students:
• “Used examples that were culturally relevant . . . For
example, students were given opportunities to role play as
real estate brokers to sell the homes of Latino celebrities
such as Antonio Banderas, Penelope Cruz, George Lopez,
and Jennifer Lopez and then calculate the sales
commission and tax for these homes” (Shumate, Campbell-
Whatley, & Lo, 2012, p. 46).
• Combined with language support, scaffolding, and an
interactive style of teaching.
• Results on math quizzes were not different from traditional
methods until modified by adding manipulatives and
games, then improvement was noticed.

11. Another study of perspectives of Latino students
concluded that it is important to be a
“culturally connected teacher . . . as a framework for
understanding the fluid nature of culture and the variety of
ways that members of a cultural group express their
cultural identities. . . [This] does not conceptualize culture
solely in terms of racial/ethnic characteristics of a specific
group.
Rather, it takes into account the development of hybrid
identities that emerge as a result of members of various
cultural communities negotiating their identities and
forging new socioculturally situated identities.
It also highlights the potential for teachers who are not
members of the same racial or ethnic group as their
students to become ‘connected’” (Irizarry, 2007, p. 27).

12. Use of African Proverbs as Tools for
Teaching in U.S. Public Schools
(Grant & Asimeng-Boahene, 2006)
• “Using proverbs along with other aspects of folk
literature (i.e., fairy tales, fables, legends, and
myths) can help all students, especially African
Americans, develop an awareness of Africa’s
contribution in forming moral and democratic
principles” (p. 18).
• He that has never traveled thinks that his mother
is the only good cook in the world .
• A cockroach does not need to dress up to live in a
king’s palace . . . (pp. 20-22).

13. They conclude that “teachers must:
1. Reexamine their own deficit perspectives about
cultures other than their own.
2. Take an activist stance in creating a truly global
community.
3. Learn about the traditions and practices of other
cultures.
4. Incorporate into their teaching cultural traditions”
(Grant & Asimeng-Boahene, 2006, p. 22).

14. Freedom Schools are another example of
culturally responsive teaching for African
American students:
• "Freedom Schools serve children in grades K-12 for six to eight
weeks [in the summer] and integrate reading, conflict
resolution, and social action in an activity-based curriculum
that promotes social, cultural, and historical awareness.
• Books in the curriculum particularly provide African American
children with positive cultural messages .
• Being a culturally responsive teacher at Freedom Schools
means that one is a part of a larger, collective social justice
movement" (Jackson & Howard, 2014, pp. 156-160).

15. III. Factors Affecting Academic Success

16. • “If the classroom instruction and social
organization are compatible with the
students’ cultural cognitive style, this may
enhance their learning and achievement” (Bui
& Fagan, 2013, p. 60, emphasis added).
• “The culturally based education hypothesis is
not an alternative to a high-standard
academic curriculum” (Demmert & Towner,
2003, p. 17).

17. Many factors affect academic success!
• Pre-school learning (being talked to, listened to, read
to, etc., at home).
• Number of books in the home, parents model
reading.
• ATTENDANCE!
• Quality of teaching.
• School climate & resources.
• Type of curricula used.
• Personal characteristics (intelligence, ability,
motivation, etc.).

18. “AI/AN youths experience significantly higher rates
of alcohol and illicit drug use, have an earlier onset
of use, and experience more severe consequences
[than] . . . any other ethnic/racial group .
Deaths attributable to alcoholism among AI
adolescents . . . were . . . more than 15 times those
of the same age group of all races combined .
Drug and alcohol abuse by AI youths has been found
to be associated with academic failure . . .”
(Dickerson & Johnson, 2012, pp. 56-57, emphasis
added).

19. “The Seventh Generation Program is an
urban after-school alcohol prevention
program . . . [with] an emphasis on core
AI/AN [American Indian/Alaska Native]
values and concepts associated with the
Medicine Wheel of the Northern Plains
tribes” (Dickerson & Johnson, 2012, p. 60,
emphasis added).

21. IV. What Is Known to Help Students – Any
Students -- Do Well Academically?
Evidence-based Teaching Methods?

22. High vs. Low Expectations
• Reflection question: Do you have high expectations for all
students in your classroom?
1. Set high expectations.
– Low expectations perpetuate students fulfilling prophecies and
narrow curricula that does not meet the instructional and cognitive
needs of students.
2. Be aware of your own biases and how those biases are
impact student achievement in your classroom.
3. Provide yourself with strategies to keep your biases in
check.
4. Use instructional delivery principles that have been shown
to be effective for all students.

23. Effective Instruction for All
Explicit and effective instruction will include:
* clear goals and objectives.
* well-designed instruction and instructional routines.
* clear modeling.
* active engagement and participation.
* informative feedback.
* application of new learning.
* practice and periodic review.
* interaction with other students.
* frequent assessments, with re-teaching as needed.

24. IES Practice Guide
Recommendations
• Screen for reading problems
and monitor progress.
• Provide intensive small-
group reading
interventions.
• Provide extensive and
varied vocabulary
instruction.
• Develop academic English
• Schedule regular peer-
assisted learning
opportunities.

25. Six Effective Components of
Comprehension Instruction
• Clarify important vocabulary.
• Preteach key ideas.
• Create background knowledge.
• Ask students to think about the text in relation to
their own lives.
• Use background knowledge.
• Embrace student questioning about words and ideas
in text.

26. Building Background Knowledge

27. Alejandro’s small adobe house
stood beside a lonely desert
road.
Beside the house stood a well,
and a windmill to pump water
from the well. Water for
Alejandro and for his only
companion, a burro.
It was a lonely place, and
Alejandro welcomed any who
stopped by refresh themselves at
the well. But visitors were few,
and after they left, Alejandro felt
lonelier than before.

28. Step 1: Prepare & Identify
Background Knowledge
Step 1 Teacher pre-reads material for the upcoming
lesson to determine background knowledge
students need to maximize understanding of the
text.
Example: HM Level 2.1 Theme 3 Around Town
Background Needed: cities, community, family, subways, transportation

29. Step 2: CRP Provided
Background Knowledge
Step 1 Teacher pre-reads material for the upcoming lesson to
determine background knowledge students need to maximize
understanding of the text.
Step
2
Teacher determines if comprehensive reading
program provides sufficient background
knowledge.
Example: Jamaica Louise James
•CRP provides: “Preparing to Read” - Subway stations
•Ask yourself is this enough information for my students?

30. Step 3: Introduce or Front Load
Step 1 Teacher pre-reads material for the upcoming lesson to determine
background knowledge students need to maximize understanding of the
text.
Step 2 Teacher determines if comprehensive reading program provides sufficient
background knowledge.
Step 3 If Yes, introduce background knowledge as
outlined in the comprehensive reading
program. Actively engage students in this
process.
If No, prepare to “front load” by:
1) Teaching additional background
knowledge needed to better understand
the passage and/or,
2) Selecting and reading aloud a short
story or passage that provides the
necessary background knowledge.

31. Step 1 Teacher pre-reads material for the upcoming lesson to determine background
knowledge students need to maximize understanding of the text.
Step 2 Teacher determines if comprehensive reading program provides sufficient
background knowledge.
Step 3 If Yes, introduce background knowledge as outlined in the comprehensive
reading program. Actively engage students in this process.
If No, prepare to “front load” by:
1) Teaching additional background knowledge needed to better understand
the
passage and/or,
2) Selecting and reading aloud a short story or passage that provides the
necessary
background knowledge.
Step 4 If students have prior knowledge,
choose a procedure to activate that
knowledge:
1) Ask students questions and engage them in a
discussion to activate their background
knowledge.
2) Activate prior knowledge using the KWL
strategy or graphic organizer.
3) Brainstorm the topics/questions that might be
covered in the upcoming reading selection.
Step 4: Activate Necessary Background Knowledge

32. How you can help all
students to achieve.
• Set high expectations for all.
• Develop and use strategies to manage your
own possible biases.
• Use explicit instructional principles partnered
with active engagement for all students.
– Example: Provide background knowledge.

33. V. What Else Do People Believe Would Help?
Even if not yet an “evidence-based
practice” – but may have practice-based
evidence – or be logical and should be tried
and evaluated.

34. Guidance from the Native community:
(from Sprague, Vincent, Tobin, & Pavel,
2013; Vincent, Sprague, Pavel, Tobin, &
Gau, in press).
• Teachers should have culturally relevant pre-service
and in-service training.
• In lessons, teachers should use of tribal traditions,
customs, and languages.
• Educators should encourage parents’ participation in
school events and local policy making.

35. Ways to develop “culturally responsive
teaching/curricula/interventions”
• School administration builds alliances with
students’ families and communities .
• Teachers engage in “reciprocal dialogue with
students, . . . empower and legitimize” their
voices (Quijada Cerecer, 2013, p. 612).

36. Providing services in a culturally appropriate way may
mean:
• scheduling “around tribal ceremonies or
events,
• opening meetings with a blessing or words of
welcome from tribal elders or other officials,
• or translating brochures and handbooks into
the parents’ and families’ primary language”
(Faircloth, 2011, p. 80).

37. • Culturally responsive teachers should be
aware of individual differences, avoid
stereotypes, and keep up-to-date with
changing cultural conditions:
– “Over 60% of American Indians now reside in
urban or suburban areas” (Eitle, Johnson-Jennings,
& Eitle, 2013, p. 1470; see also Friesen et al.,
2012).
– “The number of mixed-race American
Indian/Alaska Native children is increasing with
over 40% . . . reporting at least one additional
racial identification” (Eitle et al., 2013, p. 1471).

38. Culturally responsive teachers can be
effective with students from diverse
cultures.
“White teachers are overrepresented in public schools,
comprising 82% of the teaching force (National Center
for Educational Statistics, 2012).
. . . Initially used to describe an effective teacher of . . .
students in Alaskan Schools . . . The warm demander’s
approach to authority is considered to be culturally
responsive classroom management for racially diverse
students in urban and high poverty schools . . . balancing
discipline and care to provide a highly structured
learning environment” (Ford & Sassi, 2012, pp. 2, 5).

39. Advice from experts working with African
American students and youth from other
ethnic and racial groups in California:
• “Focus on the plural and evolving nature of
youth identity and cultural practices .
• taking into account contemporary/evolving
community practices .
• [and] problematic elements expressed in
some youth cultural practices” (Paris & Alim,
2014, pp. 85-86)

40. An Oregon example:
NAYA Youth and Family Center
Serves Native American children and families in the
Portland, Oregon metropolitan area (Cross, Friesen, &
Naher, 2007; Friesen et al., 2012).
Provides “Positive Indian Parenting (PIP), a curriculum
designed to promote . . . appropriate parenting practices
in Indian families” (Cross et al., 2007, p. 11).
Offers many other services, such as:
• Grade 8/9 transition, high school math, and science summer
programs.
• Healing circle domestic violence prevention program.
• Cultural arts program. (from http://nayapdx.org/)

41. • “High school graduation rates 5 times
that of all Indian children within the
Portland Public schools . . .
• Students who participate in the Culture,
Arts, and Sports programs have
significant increases in their daily school
attendance rates and benchmark
achievement rates as well as decreases in
behavioral incidents or referrals” (Cross
et al., 2007, p. 13, emphasis added).

42. More about Attendance vs. Being Absent
• Read Dr. Christopher Kearney’s research on
functional assessment of reasons for being
absent, school refusal, being truant (e.g.,
Kearney, 2002).
• On average, a very big problem for Native
Americans.
• What good does it do to have the best
curriculum if they are not there?
• 2 strategies, based on either an avoidance
problem or an outside attraction problem.

43. Cultural Adaptation of Interventions
• Take an intervention that is known to be
“evidence-based” because of research with
one population (e.g., mainstream, primarily
white).
• Adapt it for the culture you are interested in
• Can you still implement the intervention with
fidelity?
• Will it be successful?
• Can you take data to evaluate it?

44. Cultural Adaptation of Interventions, continued
• For more on this, see Bernal, Jiménez-Chafey, &
Domenech Rodríguez (2009), who describe methods
used for adaptations for different groups, including:
• Puerto Rican.
• Mexican American.
• Asian American.
• Different nations.
An example of the process of cultural adaptation of an intervention:
Castro-Olivo, S. M. (2014). Promoting Social-Emotional Learning in
Adolescent Latino ELLs: A Study of the Culturally Adapted Strong
Teens Program. School Psychology Quarterly.
http://dx.doi.org/10.1037/spq0000055
They recommend community involvement and carefully
considering whether adaptation is really needed.

45. • VI. Considerations When Making
Decisions for Your Situation

46. 6 things to know – and to help your
students understand:
1. Your goals: Understanding across diversity, avoiding
misunderstandings, building a classroom learning
culture.
2. Your own culture(s) – heritage, current group
(generation, region).
3. Traditions, “standard” generalities, research “on
average” for groups of interest.

47. 6 things to know – and to help your students understand,
continued:
4. Variations on that! Assimilation, youth, mixed race
heritage, adoption, unique individual interests:
“Managing persons by group identity may work in
theory, but in practice with real human beings,
human relations . . . disintegrate and sour”
(Bauerlein, 2015, p. 59).
5. “Code switching” and how to move in different
circles.
6. How to get all this information – (a) learn from
published research (like you are doing today!) and
(b) gather your own information by dialogue,
listening, and collecting your own data.