Culturally responsive teaching in special education for ethnically diverse students: Setting the stage

Geneva Gay

316 citations0/0 files storedInternational Journal of Qualitative Studies in Education

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Global Education and Multiculturalism Teacher Education and Leadership Studies Critical Race Theory in Education

Abstract

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

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References

1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.1989Multicultural Education: Issues and Perspectives 1986Keeping Track: How Schools Structure Inequality.1973Functions of Language in the Classroom 1981“Sharing time”: Children's narrative styles and differential access to literacy 1980Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event1 1994Overrepresentation of Minority Students in Special Education

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