READING COMPREHENSION ACTIVITY: CULTURALLY RESPONSIVE

TEACHING

Names: Kevin Fajardo, Dany Leon, Alex Molina, Gabriela Quito

1. How does the author define culturally responsive teaching?

The author defines culturally responsive teaching as “using the cultural knowledge, prior
experiences, frames of reference, and performance styles of ethnically diverse students to
make learning encounters more relevant to and effective for them”. This approach
emphasizes the importance of connecting in-school learning to students' out-of-school
experiences, promoting educational equity, and fostering a sense of community among
individuals from diverse backgrounds.

2. How does the author identify herself ethnically?

The author, Geneva Gay, identifies herself ethnically as African American. She states, "My
ethnic, racial, and cultural identity as African American is the primary anchor and
explanation for what I emphasize in analyzing current educational realities and future
possibilities for marginalized students of color". This identification informs her perspective
and advocacy for culturally responsive teaching, highlighting her commitment to addressing
the needs of underrepresented groups in education.

3. Mention 10 salient features of culturally responsive teaching

- Culturally responsive teaching refers to use of the cultural knowledge, prior experiences,
frames of reference, and performance styles of CULTURAL DIVERSITY AND
MULTICULTURAL EDUCATION.

- Culturally responsive teaching promotes educational equity and excellence; create

community among individuals from different cultural, social, and ethnic backgrounds; and
develops students’ agency, efficacy, and empowerment.

- Culturally responsive teaching focuses on the education of racially, ethnically, and culturally
diverse students should connect in-school learning to out-of-school living.

- Culturally responsive teaching is the behavioral expressions of knowledge, beliefs, and

values that recognize the importance of racial and cultural diversity in learning.

- Culturally responsive teaching tries to create caring learning communities where culturally
different individuals and heritages are valued.

- Culturally responsive teaching uses cultural knowledge of ethnically diverse cultures,

families, and communities to guide curriculum development, classroom climates,
instructional strategies, and relationships with students, challenging racial and cultural
stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression
- The objective of culturally responsive teaching is to change agents for social justice and
academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity,
and class; and accepting cultural responsiveness as endemic to educational effectiveness in all
areas of learning for students from all ethnic groups.

- There is an equal educational opportunity initiative that accepts differences among ethnic
groups, individuals, and cultures as normative to the human condition and valuable to societal
and personal development.

- Another objective is to include both substantive and process dimensions, as well as

acquiring cultural competence and using cultural resources to facilitate better teaching and
learning.

- Students must experience academic success, develop and/or maintain contact and
competence with their primary cultural heritages, and learn how to critique, challenge, and
transform inequities, injustices, oppressions, exploitations, power, and privilege.

- Culturally responsive teaching cultivates cooperation, collaboration, reciprocity, and mutual

responsibility for learning among students, and between students and teachers.

4. In the section “writing to teach to and through cultural diversity,” the author
mentions two strategies regarding the practical application of culturally responsive
teaching. Mention and explain these contextualized strategies

“Explanations of culturally responsive teaching need to be clear and specific so that a

wide range of readers can understand what is being said without too much difficulty.”

One of the strategies the author mentions is the need to provide clear and specific
explanations of culturally responsive teaching to ensure that a broad audience can understand
the concepts without confusion. This therefore entails avoiding the overuse of coded
vocabulary that may be inaccessible to many readers. Where these terms are necessary, the
author advocates “decoding” them and defining them in context. For example, rather than
simply using academic jargon such as “deconstructing” or “interrogating,” the author chooses
to clarify these terms and uses more accessible alternatives where possible. By alternating
between using the word “culture” and explaining it with phrases such as “values, attitudes,
and beliefs,” “customs and traditions,” or “experiences and perspectives,” the author ensures
that the audience can grasp the basics of culturally responsive teaching in practical terms.

“they should make their commitments explicit and how they exemplify the general
principles and values of teaching to and through cultural diversity.”

Another strategy used by the author is to highlight the importance of making explicit the
understanding of and commitment to diversity. Educators and writers should declare their
specific areas of focus, such as race, culture, ethnicity, gender, sexual orientation, or linguistic
diversity. This helps clarify how they actualize the principles of culturally responsive
teaching in their work. For example, the author highlights his own priorities (race, culture,
and ethnicity) as critical to improving educational opportunities for marginalized students of
color. Thus, by being transparent about these priorities, the author demonstrates how
culturally responsive teaching can be tailored to specific student groups, helping educators
understand how to apply the general principles of culturally responsive teaching within their
own contexts and based on their unique priorities.

5. Read the section “Restructuring attitudes and beliefs”. Then, answer the following
questions stating your own critical point of view.

a) What do I believe are the underlying causes of achievement difficulties of various

culturally diverse students?

I believe that the achievement difficulties faced by culturally diverse students can stem from
several interrelated factors. These include cultural incompatibilities between home and school
environments, where students might feel that their cultural identities are not valued or
recognized. Additionally, systemic issues like racism, a lack of representation in the
curriculum, and societal stereotypes contribute to students feeling alienated. Stress from
navigating between different cultural expectations can also hinder their performance.
Moreover, if teachers hold negative beliefs about these students, it can directly impact their
expectations and interactions, leading to a cycle of underachievement.

b) Am I able and willing to articulate and scrutinize my beliefs about cultural diversity
in general and about particular ethnic groups?

Yes, I am willing to examine and articulate my beliefs about cultural diversity. Reflecting on
my views allows me to recognize any biases I may hold and understand how these beliefs
influence my interactions with students. I see the value in engaging with diverse perspectives
and challenging any preconceived notions I have about particular ethnic groups. This critical
reflection is essential for growth as an educator and for fostering an inclusive classroom
environment.

c) Can I discern how specific beliefs about different ethnic populations are embedded in
particular instructional decisions and behaviors?

I can discern that specific beliefs about different ethnic populations significantly influence
my instructional decisions and behaviors. For instance, if I hold a belief that certain students
are less capable due to their background, I might unconsciously lower my expectations for
them or provide less challenging materials. Conversely, believing in their potential can lead
me to adopt more inclusive teaching practices and offer support tailored to their needs.

d) Am I willing to consider making significant changes in my attitudes, beliefs, and

behaviors, and, if so, do I know how to proceed?
Yes, I am open to making significant changes in my attitudes and beliefs. I recognize that
growth requires a willingness to adapt and learn. To proceed, I can engage in professional
development focused on cultural competence, seek feedback from peers, and actively listen to
the experiences of my students. Collaborating with others who are experienced in culturally
responsive teaching can also provide valuable insights and strategies for change.

6. Resisting resistance: Why do teachers concentrate on only “safe” topics about

cultural diversity?

Teachers often focus on "safe" topics about cultural diversity because they may fear conflict
or discomfort that arises from discussing more contentious issues, such as systemic racism
and inequity. Many educators may need more confidence in navigating these discussions
effectively or worry about making mistakes. Consequently, they choose to highlight shared
experiences and celebrations of diversity rather than addressing the underlying challenges.
This approach, while well-intentioned, can limit the depth of understanding and meaningful
engagement with cultural diversity in the classroom.

7. What is your opinion about the following statement?

“Within the context of U.S. history, society, and education, race is one of the most powerful,
pervasive, and problematic manifestations of human difference. Too many teachers try to
dismiss or neutralize its significance by claiming that no pure races exist, and that race is a
social construction” (p. 61).

Race has been misinterpreted along history by many. Race could tell us about general
characteristics of a group of people living on a territory, but many had interpreted that as one
race being superior to others. People of different races do not have superior or inferior
features, but diverse characteristics, and education has helped people to understand this and
not to neutralize the significance of race or its history. Despite race it is not a social
construction, the value assigned to it is, responding to societal reasons (power, inequality,
etc).

8. What are some pedagogical recommendations the author makes?

The author suggests some general ideas for teaching cultural diversity, some include:
applying multiple ethnic, racial, and cultural perspectives in analyzing educational problems
and possibilities; using varied culturally responsive instructional strategies to achieve
common learning outcomes for diverse students; and developing skills among students for
crossing cultural borders.