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Checklist for Creating a Culturally Responsive Classroom (Caveat: these are helpful, to get started, but surface. 

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Checklist for Creating a Culturally Responsive Classroom (Caveat: these are helpful, to get started, but surface. 

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George Lucas Educational Foundation

Find and share resources and explore strategies to engage students by connecting to and honoring their cultures, experiences, and backgrounds.

Sort by:

Understanding students' lives can help teachers foster a sense of belonging and ensure that all students feel respected and challenged.

A primer on the impact of implicit biases in schools and how they can be expressed by students and faculty.

Five ways teachers can celebrate and extend the linguistic expertise of young students who speak two or more languages.

Influenced by the pandemic and social unrest, two teachers recommend books to read this summer on topics like wrestling with loss, addressing inequity, and recharging for the school year ahead.

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Find and share resources and explore strategies to engage students by connecting to and honoring their cultures, experiences, and backgrounds.

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We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

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We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom [Love, Bettina] on Amazon.com. *FREE* shipping on qualifying offers. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

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What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

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Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

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California's Framework for Culturally and Linguistically Responsive Teaching

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California's Framework for Culturally and Linguistically Responsive Teaching

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Culturally Responsive Teaching is an approach that leverages the strengths that students of color bring to the classroom to make learning more relevant and effective. A major goal of Culturally Responsive Teaching is to reverse patterns of underachievement for students of color. Culturally Responsive Teaching requires teachers to recognize the cultural capital and tools that students of color bring to the classroom and to utilize their students' cultural learning tools throughout instruction.

Although Culturally Responsive Teaching is inclusive of working with students from diverse home language groups, linguistically responsive teaching is called out in Sharroky Hollie's book, Culturally and Linguistically Responsive Teaching and Learning (2017). Its essence also lies in viewing students with home languages (other than Standard English) as assets that they bring to the classroom rather than deficits.

Principle one of California's English Learner Roadmap expresses the needs for culturally and linguistically relevant education stating, "The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities."

Drawing on extensive Culturally Responsive Teaching research, New America in their article "Culturally Responsive Teaching: A 50-State Survey of Teaching Standards" (PDF) , cites eight competencies that culturally responsive educators possess:

Competency

Description

1. Reflect on one's cultural lens

Culturally Responsive Educators (CREs) are reflective about their own group memberships that may be based on race, ethnicity, social class, and/or gender. They are cognizant that their life experiences and those group memberships may create biases that can influence their interactions with students, families, and colleagues.

2. Recognize and redress bias in the system

CREs recognize that their students' access to educational opportunities may be influenced by their social markers (e.g., race, ethnicity, social class and language) and advocate for all students to have access to high-quality teachers and schools.

3. Draw on students' culture to shape curriculum and instruction

CREs draw on their students' cultures and life experiences when planning their instruction and reject instructional materials that contain cultural biases and/or stereotypes. They supplement the curriculum if it lacks the representation of their students' heritage.

4. Bring real-world issues into the classroom

CREs connect their curriculum to real-world problems and ask students to consider solutions to them. These issues may involve injustices that exist in their communities or nationwide. Through this process, CREs empower their students to see themselves as change agents that can right the injustices that exist in the world.

5. Model high expectations for all students

CREs hold high academic expectations for all students and believe that all students are capable of academic success.

6. Promote respect for student differences

CREs are models for how all students should respect one another and embrace their fellow classmate's social, cultural, and linguistic differences.

7. Collaborate with families and the local community

CREs work to break down barriers that may keep students' families from participating in their children's education (i.e., work schedules, language barriers). CREs make efforts to learn about the families and community in which they teach.

8. Communicate in linguistically and culturally responsive ways

CREs understand and honor both the verbal and nonverbal culturally-influenced communication styles of the community in which they teach. They also seek to communicate with parents that speak a home language other than English by utilizing translation services.

Resources
California's English Learner Roadmap Principles Overview
Geneva Gay, Culturally Responsive Teaching: Theory, Research, and Practice, Teachers College Press (2000).

Jenny Muñiz, "The 'Rigor Gap' Affects English Learners, New Study Finds" , New America (2019), accessed October 2019.

Jenny Muñiz, "Culturally Responsive Teaching A 50-State Survey of Teaching Standards" (PDF) , New America (2019), accessed October 2019.

Sharroky Hollie, Culturally and Linguistically Responsive Teaching and Learning-Classroom Practices for Student Success, Shell Education (2017).

Zaretta Hammond, Culturally Responsive Teaching and the Brain, Corwin (2015).

Questions: Teacher and Leader Policy Office | TLPO@cde.ca.gov | 916-445-7331

Last Reviewed: Thursday, March 9, 2023

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Culturally and Linguistically Responsive Teaching leverages and utilizes the cultural learning tools that students bring to the classroom.

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Educators Talk About Culturally Responsive Education

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Educators Talk About Culturally Responsive Education

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Our Culture Our Schools Culturally Responsive Education in New York City (Intro)

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Short and Through Explanation of Culturally Responsive Teaching

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Short and Through Explanation of Culturally Responsive Teaching

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What Culturally Responsive Teaching Looks Like: A Native Educator Explains

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Zaretta Hammond Speaks on CRT at the San Francisco Library

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Zaretta Hammond Speaks on CRT at the San Francisco Library

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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Culturally Responsive Planning Resources from Educating Marissa

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Culturally Responsive Planning Resources from Educating Marissa

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CULTURALLY RESPONSIVE VIDEO CONFERENCE OUTLINE FOR HYBRID OR SYNCHRONOUS LEARNING

Pro-tip: Don't double work. Save your outlines as PDFs and use them for an outline for independent (asynchronous) work.

Use this outline to organize an hour (or more) synchronous class that is culturally responsive and engaging. You can also save it as a pdf that can be used for asynchronous learning. That way you're working smarter, not harder. You've worked hard enough!

PLANNING DAILY CULTURALLY RESPONSIVE ACTIVITIES

Deep culture informs how we see the world. Culture is in all we do.

Being culturally responsive is explicitly rooted in helping all students experience academic success. Culture is everything, not something we celebrate during a themed-month. When responding to culture we take our students' lives, not what we assume about their lives, but their lived experiences as shared with us into account as we create for them. You need to know who you students are, their history, how they are positioned in today's society and use this to bring them in to your lessons and help them learn how to learn. Use this to help you think through your design process.

ANTIRACISM PAGE

Consider this a syllabus, a compendium of ways to access knowledge and engage in antirarcist thought. If you're looking for a guide on How to Be Antiracist here, you won't find it. Becoming antiracist is a journey, not a desitination. Join me! Comment on the resource! Suggest others!

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CULTURALLY RESPONSIVE VIDEO CONFERENCE OUTLINE FOR HYBRID OR SYNCHRONOUS LEARNING Pro-tip: Don't double work. Save your outlines as PDFs and use them for an outline for independent (asynchronous) work. Use this outline to organize an hour (or more) synchronous class that is culturally responsive and engaging.

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The classic, New York Times -bestselling book on the psychology of racism that shows us how to talk about race in America.

Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues?

Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about communicating across racial and ethnic divides and pursuing antiracism. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand dynamics of race and racial inequality in America.

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Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race

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Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race [Tatum, Beverly Daniel] on Amazon.com. *FREE* shipping on qualifying offers. Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race

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Other People's Children: Cultural Conflict in the Classroom

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Amazon.com: Other People's Children: Cultural Conflict in the Classroom: 9781595580740: Delpit, Lisa

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and practice (multicultural education series)

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educational equalization - united states

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teaching - social aspects - united states

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Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series)

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The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from mult...

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In the second edition of her critically acclaimed book The Dreamkeepers, Gloria Ladson-Billings revisits the eight teachers who were profiled in the first edition and introduces us to new teachers who are current exemplars of good teaching. She shows that culturally relevant teaching is not a matter of race, gender, or teaching style. What matters most is a teacher's efforts to work with the unique strengths a child brings to the classroom. A brilliant mixture of scholarship and storytelling, The Dreamkeepers challenges us to envision intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of not just African American students, but all children. This new edition also includes questions for reflection

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The Dreamkeepers: Successful Teachers of African American Children

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Amazon.com: The Dreamkeepers: Successful Teachers of African American Children: 9780470408155: Ladson-Billings, Gloria: Books

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Your survival has never depended on your knowledge of white culture. In fact, it's required your ignorance.

White People: I Don't Want You To Understand Me Better, I Want You To Understand Yourselves

H i white person in my DMs, let me respond here in the hopes that I never have to again.

Almost every day I get a message like yours from a random white person - on Facebook, Twitter, or email - offering to provide me...

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White People: I Want You To Understand Yourselves Better

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White People: I Don't Want You To Understand Me Better, I Want You To Understand Yourselves H i white person in my DMs, let me respond here in the hopes that I never have to again. Almost every day I get a message like yours from a random white person - on Facebook, Twitter, or email - offering to provide me...

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A Starting Place For Those That Want to Be Better Allies

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Teaching for Social Justice (Scroll Down for Links to other Social Justice Resources) 

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Teaching for Social Justice (Scroll Down for Links to other Social Justice Resources) 

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Thanks to all who attended our virtual conference this year. Recorded sessions of each of our webinars are now available on our YouTube channel or using the links below.

In Support of Black Lives...
Teachers 4 Social Justice condemns all forms of systemic violence caused by policing that continues to disproportionately impact Black lives and perpetuate the trauma of white supremacy.

In support of the movement to abolish police and prisons , Teachers 4 Social Justice calls on educators to learn from and work in solidarity with community organizations that are building toward the abolition of policing and the prison industrial complex. Abolitionist teaching recognizes that our work for justice must expand beyond classroom walls and school hallways. We must struggle for liberation in solidarity with our school communities.

We urge all educators to commit to not only learning more about abolition but to also find ways to support and take action in abolitionist movements.

Please consider the following organizations and networks as a starting point:
What about the role of teachers in the movement toward abolition?
Please read We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina Love and visit the Abolitionist Teaching Network .

Additional resources:

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Thanks to all who attended our virtual conference this year. Recorded sessions of each of our webinars are now available on our YouTube channel or using the links below. October Centering Black Lives YouTube Recording October Bios October Slide Deck November Unsettling Settler Colonialism YouTube Recording November Bios November Slide Deck December Another World is...

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Nurturing is Not Enough, A Case Study on Social Justice, Caring, and Discipline

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" An essential, compelling and practical examination of the relationship between culture and cognition that will forever transform how we think about our role facilitating the learning of other people's children - and our own children! Zaretta Hammond forcefully traverses the socio-political landscape of race and learning, smashing our misconceptions and bias about the educability of black, brown and low-income students; setting us free to take a more thoughtful, deliberate approach to creating classroom practices and environments that result in true learning partnerships with our students. The framework Hammond offers skillfully weaves together cultural knowledge (students' cultural identities and how they see and make meaning of the world) with neuroscience (what we now know about how the brain processes and retains information) - the real artistry of culturally responsive pedagogy.
This book demonstrates high regard for the complexity of teaching and delivers an even higher regard for the promise and academic potential of the students we've made most vulnerable in our school systems if we, as educators, choose to act on what we know. This book should be required reading for every teacher education program in the country!"
-- LaShawn Routé Chatmon, Executive Director Published On: 2014-08-12

"All students can and will learn at high levels when provided the type of instruction described in this book. This work calls us to action by mandating that we move beyond looking for student outcomes that rely heavily on the regurgitation of memorized facts to applying the information learned to new situations. Each child's life outcomes are dependent on their ability to think critically. Dr. Hammond does just that in this book. She uses her mind well, writes effectively and provides analysis on the connection between brain-based science and culturally responsive instruction. This is a must read for those wishing to have a mindset shift and aptly implement rigorous instructional practices to support all students." -- Kendra Ferguson, Chief of Schools Published On: 2014-08-26

"Drawing on the research form neuroscience Zaretta Hammond explains what we should have known all along - all children are capable of higher order thinking and capable of producing intellectually advanced work if provided the opportunity to learn by caring and capable adults. Hammond dose more than explain the research. Drawing on years of experience in schools as an educator and trainer, she shows how this can be done even in schools that have grown accustomed to failure. At a time when the nation is searching to find ways to close the racial achievement gap, this book will be an invaluable resource. " -- Pedro Noguera, Professor, NYU

Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California.

In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.

Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.

She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family.

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culturally responsive teaching and the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students

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educational equalization - united states

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teaching - social aspects - united states

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culturally responsive instruction; student engagement; brain-based teaching; achievement gap

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educational equalization - united states

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teaching - social aspects - united states

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teaching of students with english as a second language (tesol)

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teaching of students with english as a second language (tesol)

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Dr. Darrick Smith on Culturally Relevant Pedagogy

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Dr. Darrick Smith on Culturally Relevant Pedagogy

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Culturally Relevant Pedagogy featuring Dr. Darrick Smith

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Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.