Resource Curation Project
Question: “What does culturally-relevant teaching look like in the science & math classrooms?”
Intro/Rationale: Spending so much time invested in math in science during my time at high school, I either was unaware, oblivious, or the existence of culturally-relevant teaching was not present within my courses. Culturally-relevant teaching was first coined by Gloria Ladson-Billings, defined as one “that empowers students to maintain cultural integrity, while succeeding academically.” It had always seemed to me that within science and math, culture was set aside (regardless of one’s ethnic background) and the content was dissected and studied through a ‘blank’ cultural lens. I thought Science and Math education was supposed to be neutral (leave your identity at home) and something all students can relate to through a school’s delivery of the content. The truth is, not all students connect equally with a school’s traditional exhibition of curriculum due to their diversity and cultural background. The U.S. educational system has created an inequity for culturally diverse students, catering the content and delivery method to foster the learning of white, middle-class students. Through the teachings of 620, it is evident to really engage and empower students within the classroom, taking on an asset-perspective for these students creates this relevance and connection for them. I want to enhance my ability to take on an asset-perspective with all of my students inside the science classroom; use their unique knowledge background and culture to enhance the learning environment. With this notion, we can begin to eliminate inequities in schools through culturally-relevant science/math teachings.
Course outcome connections: I believe taking a deeper look into these resources I’ve collected will help me strengthen my understanding of several course objectives. The first objective: “Explore, analyze, and articulate multiple aspects of social identity and culture (including their own), especially in relationship to how these elements affect the education of the whole child.” Understanding culturally-relevant teaching is understanding your students’ backgrounds and how to use their specific knowledge and culture to enhance their learning. Instead of perpetuating inequity within the U.S. school system, I must be cognizant of who my students are and invest in ethnographic research to help empower minorities inside the classroom. Another objective that will be discussed is: “Differentiate between a deficit-orientation and an asset-orientation to diversity and provide specific examples of this from one’s experience.” This is a focal point with culturally-relevant teaching, with asset-perspective being achieved through acknowledging and using diversity inside the classroom to enhance learning. Too many times do we see teachers take on deficit-perspective towards minorities due to the fact that they may learn or comprehend ideas differently than the ‘standard’ white, middle-class student. We must recognize this bias within us, and acknowledge cultural differences in our students and understand that these differences need to be utilized in learning and not suppressed (discontinuing inequity within schools). Asset-perspective teaching recognized ‘below-the-iceberg’ cultural variances among learners and uses them to empower students inside the classroom.
Sources:
1. Culturally relevant pedagogy in mathematics: A critical need. [Tedx Talk Video]By: Shelly Jones. 14min
2. Defining culturally responsive teaching: The case of mathematics [Web article] By: Jenni L. Harding-Dekam
3. A Rationale for Cultural Awareness in the Science Classroom [Academic Journal]By: Genevieve Bardwell and Eric Kincaid (NSTA Library)
4. Culturally Responsive Science Teaching [Lecture/PowerPoint slides]By: Jessica Thompson (University of Washington)
courses.washington.edu/edtep586/CRST.ppt
5. Can I be a Multicultural Educator in Math? [Web article] https://www.nameorg.org/learn/can_i_be_a_multicultural_educa.php
6. Kicking it Up a Notch: Becoming a Culturally Relevant Science Educator. [Blog]Posted by: Valerie Butler
7. Culturally Responsive Teaching in Science, Technology, Engineering and Math (STEM). By: Andresse St. Rose, Ed.D
[Web article]
8. A Tale of Two Teachers. [Tedx Talk video]By: Melissa Crum. 12 min
Question: “What does culturally-relevant teaching look like in the science & math classrooms?”
Intro/Rationale: Spending so much time invested in math in science during my time at high school, I either was unaware, oblivious, or the existence of culturally-relevant teaching was not present within my courses. Culturally-relevant teaching was first coined by Gloria Ladson-Billings, defined as one “that empowers students to maintain cultural integrity, while succeeding academically.” It had always seemed to me that within science and math, culture was set aside (regardless of one’s ethnic background) and the content was dissected and studied through a ‘blank’ cultural lens. I thought Science and Math education was supposed to be neutral (leave your identity at home) and something all students can relate to through a school’s delivery of the content. The truth is, not all students connect equally with a school’s traditional exhibition of curriculum due to their diversity and cultural background. The U.S. educational system has created an inequity for culturally diverse students, catering the content and delivery method to foster the learning of white, middle-class students. Through the teachings of 620, it is evident to really engage and empower students within the classroom, taking on an asset-perspective for these students creates this relevance and connection for them. I want to enhance my ability to take on an asset-perspective with all of my students inside the science classroom; use their unique knowledge background and culture to enhance the learning environment. With this notion, we can begin to eliminate inequities in schools through culturally-relevant science/math teachings.
Course outcome connections: I believe taking a deeper look into these resources I’ve collected will help me strengthen my understanding of several course objectives. The first objective: “Explore, analyze, and articulate multiple aspects of social identity and culture (including their own), especially in relationship to how these elements affect the education of the whole child.” Understanding culturally-relevant teaching is understanding your students’ backgrounds and how to use their specific knowledge and culture to enhance their learning. Instead of perpetuating inequity within the U.S. school system, I must be cognizant of who my students are and invest in ethnographic research to help empower minorities inside the classroom. Another objective that will be discussed is: “Differentiate between a deficit-orientation and an asset-orientation to diversity and provide specific examples of this from one’s experience.” This is a focal point with culturally-relevant teaching, with asset-perspective being achieved through acknowledging and using diversity inside the classroom to enhance learning. Too many times do we see teachers take on deficit-perspective towards minorities due to the fact that they may learn or comprehend ideas differently than the ‘standard’ white, middle-class student. We must recognize this bias within us, and acknowledge cultural differences in our students and understand that these differences need to be utilized in learning and not suppressed (discontinuing inequity within schools). Asset-perspective teaching recognized ‘below-the-iceberg’ cultural variances among learners and uses them to empower students inside the classroom.
Sources:
1. Culturally relevant pedagogy in mathematics: A critical need. [Tedx Talk Video]By: Shelly Jones. 14min
- It takes more than what you just do in the classroom to foster culturally-relevant teaching in math.
- Students need: academic success, cultural competence, develop critical consciousness (as teachers, we need to help students understand and be empowered to challenge the ‘status quo’.)
2. Defining culturally responsive teaching: The case of mathematics [Web article] By: Jenni L. Harding-Dekam
- For teachers to properly incorporate culturally-relevant teaching in math, first, solid knowledge is needed about their students’ ethnographic background.
- Starting early is imperative (in elementary schools). Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to the content.
3. A Rationale for Cultural Awareness in the Science Classroom [Academic Journal]By: Genevieve Bardwell and Eric Kincaid (NSTA Library)
- Across the United States, only 10% of all teachers are members of minority groups, indicating that teachers are far less diverse than the current populations of students they teach. This disparity may hinder student learning.
- Need to set high standards for our students and bridge home and school life to show we truly care about our students.
4. Culturally Responsive Science Teaching [Lecture/PowerPoint slides]By: Jessica Thompson (University of Washington)
courses.washington.edu/edtep586/CRST.ppt
- Taking on multiple perspectives- recognizing our own and others’ worlds
- Critiquing, challenging, and changing the culture of science (one of Gloria Ladson-Billings key concepts: give the students a platform to challenge and question the status quo).
- Too many lessons based on just a few students’ interests.
5. Can I be a Multicultural Educator in Math? [Web article] https://www.nameorg.org/learn/can_i_be_a_multicultural_educa.php
- Algebra Project: Empowering minority students through culturally relevant math teachings. Performing project-based learning in their own environment.
6. Kicking it Up a Notch: Becoming a Culturally Relevant Science Educator. [Blog]Posted by: Valerie Butler
- How are students going to learn about other scientist (People of Color) that are not represented in outdated, archaic textbooks if we do not introduce them?
- Empower your students. Even the simple act of calling the ‘scientists’ places high standards upon them and displays respect.
7. Culturally Responsive Teaching in Science, Technology, Engineering and Math (STEM). By: Andresse St. Rose, Ed.D
[Web article]
- STEM has a stereotype being a subject for white males. Need to disband this notion.
- The low prevalence of CRT in math and science only serves to further disadvantage many African American, Latino, and Native American students; keeping them out of classes like STEM and perpetuating this cycle.
8. A Tale of Two Teachers. [Tedx Talk video]By: Melissa Crum. 12 min
- Are the unconscious biases of teachers telling our students who and who can’t be intelligent?
- We need to get over the fear of teaching students who are culturally different from us. Too many teachers (white teachers) have trouble relating and creating relevant teaching for students who do not share the same cultural background as them.