We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Culturally Responsive Teaching in Urban Secondary Schools.
- Authors
Tanase, Madalina F.
- Abstract
Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students' culture and learning. This paradigm is called Culturally Responsive Teaching. This study followed 22 secondary mathematics and science teachers. The goal was to analyze some of the strategies used in urban schools, while at the same time determining whether these strategies were culturally responsive. Results show that teachers incorporated their students' interests into the curriculum, making connections with real-life and allowing students to make many choices.
- Subjects
CULTURALLY relevant education; URBAN schools; SECONDARY schools; CITY dwellers; SCIENCE teachers; TEACHER-student relationships
- Publication
Education & Urban Society, 2022, Vol 54, Issue 4, p363
- ISSN
0013-1245
- Publication type
Article
- DOI
10.1177/00131245211026689