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The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

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The Importance of Multicultural Education - School of Education

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As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

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"Language is power, in ways more literal than most people think. When we speak, we exercise the power of language to transform reality. Why don't more of us realize the connection between language and power?" - Julia Penelope (American linguist, author, and philosopher)
If the last few years have taught us one thing, it is that all our fates are linked. From the climate crisis, to global pandemics, wars, and racism - it is evident that collective problems require collective solutions. Communicating in a way that builds bridges and breaks barriers resonates with more audiences and is key to laying the groundwork for collective solutions. Simply put, words matter. Language is powerful. It can enhance our empathy, clarity, and understanding of each other as complex individuals with intersectional and varied identities and experiences. However, when language ignores issues of power and equity that shape people's lives, it only foments further exclusion of marginalized people. It is more important than ever to use language that creates inclusive and equitable cultures.

Inclusive language is more than just avoiding the use of a few antiquated or offensive terms and phrases. It is about embracing communication that acknowledges the power differentials and dynamics of our society and their deleterious effects. It is about showing appreciation for the diversity everyone brings to the table. And finally, it is about creating cultures where people can feel free to be their full authentic selves.

This type of communication is needed more than ever to adapt to a rapidly diversifying nation and world. In the United States, Generation Z is on track to become the most diverse generation in history. Nearly half (48%) identify as people of color and over one in five (20.8%) identify as LGBTQ+. On a global scale, the world's population is projected to reach 8 billion by November 2022 , each with their own unique identities that are influenced by factors such as age, disability, gender, race, ethnicity, culture, nationality, sexual orientation, and socioeconomic status.

In December 2021, APA released the first edition of its Inclusive Language Guidelines to raise awareness, guide learning, and support the use of culturally sensitive terms and phrases that center the voices and perspectives of those who are often marginalized or stereotyped. It includes guidance for people working to foster equity, diversity, and inclusion in the settings in which they learn, live, and work.

The guidelines are grounded in psychological science and designed to be iterative given the dynamic and ever-evolving nature of language. They provide direction not only for research articles and formal writing but also for verbal communication, due to the significance of building relationships in day-to-day exchanges.

Within the guidelines, you will find:

definitions related to issues of power and equity that cut across various social identities

explanations of the differences between person-first and identity-first language with numerous examples

identity-related terms that cover age; disability status; race, ethnicity, and culture; sexual orientation and gender diversity; and socioeconomic status

guidance for how to avoid cultural appropriation, pejorative language, and casually offensive language in conversation.

Inclusive communication can be awkward and uncomfortable for even the most well-intentioned person. Many people feel inadequately prepared or lack confidence in their abilities. Others fear they may cause unintended offense or, even worse, appear performative in their efforts. These are all natural and understandable emotions to have.
Here are three tips to use as you build your inclusive communication skills.

Focus on people over labels

Putting people into boxes is reductive, dehumanizing, and harmful. Listen carefully to the ways in which different groups identify themselves and reflect those choices when in communication with them. For example, various groups differ on whether they prefer person-first or identity-first language. They all have their own unique and valid reasons that reflect their experiences and it is best to do your research rather than taking a one-size-fits-all approach.

Show cultural humility

Embrace that you are a learner, not an expert, when it comes to understanding the experiences of other people, their cultures, and their experiences - especially if they are from a marginalized group. This requires challenging some of your own biases, continual self-reflection, and knowing that you may mistakes but should remain open to continual learning and growth.

When you make a mistake, think impact over intention

Everyone makes mistakes - we are human. When you learn you have caused someone harm with your words, decenter yourself and focus not on what your intentions were, but on the impact on that person or group. Listen carefully to understand how it affected them, give a genuine apology, and commit to doing better.

References

American Psychological Association. (2021). Inclusive language guidelines. https://www.apa.org/about/apa/equitydiversity-inclusion/language-guidelines.pdf

Fry, R., & Parker, K. (2018, November 15). Early benchmarks show 'post-millennials' on track to be most diverse, best-educated generation yet. Pew Research Center. https://www.pewresearch.org/social-trends/2018/11/15/early-benchmarks-show-post-millennials-on-track-to-be-most-diverse-best-educated-generation-yet/

Jones, J. M. (2022, February 17). LGBT identification in U.S. ticks up to 7.1%. Gallup https://news.gallup.com/poll/389792/lgbt-identification-ticks-up.aspx

United Nations Department of Economic and Social Affairs, Population Division (2022). World Population Prospects 2022: Summary of Results. UN DESA/POP/2022/TR/NO. 3. https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf

About the author

Efua Andoh is a public engagement manager on the APA Communications team. She has a bachelor's degree in anthropology from the University of Pennsylvania and a certificate in strategic communications from George Washington University. Prior to her current role, Efua managed communications and outreach for APA's Public Interest directorate. More recently, Efua has been involved in much of APA's equity, diversity, and inclusion-related communications including the development and rollout of the APA's Inclusive Language Guidelines and Equity, Diversity, and Inclusion Framework. She also manages a number of strategic communications partnerships between APA and other organizations.

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Consider these important tips as you build your inclusive communication skills.

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Principles and Strategies for Inclusive Language in Class Environments | Notre Dame Learning

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By Amanda Leary What do we mean by inclusive language? To use inclusive language is to interact and engage in respectful communication with the goal of cultivating environments that value the different experiences and backgrounds students bring into the classroom.

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In this kids’ book, our little hero named Nick will show your children that we all are different in many ways, and everyone is unique—which is great! Nicky is afraid that his friends will not accept him because of his new reading glasses. By talking to his peers on the way to school, he discovers the beauty of diversity and realizes that our diversity is actually our strength.

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Elizabeth Cole (Author), Julia Kamenshikova (Illustrator)

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Our Diversity Makes Us Stronger: Social Emotional Book for Kids about Diversity and Kindness (Children’s Book for Boys and Girls) (World of Kids Emotions)

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Amazon.com: Our Diversity Makes Us Stronger: Social Emotional Book for Kids about Diversity and Kindness (Children’s Book for Boys and Girls) (World of Kids Emotions): 9781737160281: Cole, Elizabeth, Kamenshikova, Julia: Books

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We all like different food, but everybody needs to eat! How Are We Alike and Different? Find out in My Food, Your Food, Our Food.

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My Food, Your Food, Our Food (How Are We Alike and Different?)

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We all like different food, but everybody needs to eat! How Are We Alike and Different? Find out in My Food, Your Food, Our Food.

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Spanish is My Superpower takes an empathetic approach to being bilingual and teaches children how amazing and unique it is to be able to speak more than one language. Told from childrens' perspective, this story provides parents, teachers, and counselors with an entertaining way to teach children the value of speaking Spanish and being bilingual.

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Spanish is My Superpower takes an empathetic approach to being bilingual and teaches children how amazing and unique it is to be able to speak more than one language. Told from childrens' perspective, this story provides parents, teachers, and counselors with an entertaining way to teach children the value of speaking Spanish and being bilingual.

I used to be afraid that speaking Spanish

Made me different and stand out.

But I've learned to be proud of my heritage

Because it's what I'm all about!

Look for more in this series , Teacher Tools, and visit the author's profile to find out about new titles and offerings.

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Spanish is My Superpower: A Social Emotional, Rhyming Kid's Book About Being Bilingual and Speaking Spanish (Teacher Tools)

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Spanish is My Superpower: A Social Emotional, Rhyming Kid's Book About Being Bilingual and Speaking Spanish (Teacher Tools) [Jones, Jennifer] on Amazon.com. *FREE* shipping on qualifying offers. Spanish is My Superpower: A Social Emotional, Rhyming Kid's Book About Being Bilingual and Speaking Spanish (Teacher Tools)

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University of San Diego - Professional & Continuing Education

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Educators today are working in an increasingly diverse world, which translates to an equally diverse classroom. Just look at the statistics: the 2020 U.S. Census found that the population of all minorities in the United States increased from 2010, and the multiracial population specifically grew 276% over a 10-year period. When you consider a previous Census Bureau report that forecasted that half of all U.S. students in public schools would be minority students by 2020, it becomes clear why culturally responsive teaching is becoming increasingly important.

However, knowing how to implement a culturally relevant pedagogy isn't inherently easy, and requires a balancing act on the part of you, the educator. To help you start to introduce these concepts and tactics into your classroom, here is a breakdown of culturally responsive teaching and 10 examples of CRT being implemented in schools.

What is Culturally Responsive Teaching?

According to Edutopia, culturally responsive teaching "attempts to bridge the gap between teacher and student by helping the teacher understand the cultural nuances that may cause a relationship to break down - which ultimately causes student achievement to break down as well."

When put into practice, teachers can develop culturally responsive pedagogies which are "student-centered approaches to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world."

Why Use Culturally Responsive Teaching?

There are numerous studies that point to the benefits of culturally responsive teaching (CRT). CRT has been shown to increase student engagement, cultivate critical thinking and problem solving skills, and ultimately improve a students' sense of belonging in the classroom. For educators, culturally responsive pedagogy has been critical for improving their ability to reach students, especially in the time of remote teaching and COVID-19. Reports show that teachers who use this teaching style are better able to respond to student needs, and is an effective way to combat educational inequities that have been exacerbated by the COVID-19 pandemic.

From an overall educational perspective, the biggest benefits of culturally relevant teaching include:

Teachers and students are more actively contributing to the classroom environment and culture.

Students get to learn from more interactive, collaborative and culturally conscious activities.

This teaching style helps foster a sense of belonging for students of all backgrounds.

It has been proven to improve brain processing and student engagement.

10 Examples of Culturally Responsive Teaching in the Classroom

There is no one way to implement elements of culturally responsive teaching into your classroom. There are countless different tactics to try that align with your style - here are 10 of the most common:

1. Learn About Your Students: Kick the school year off with exercises that help you get to know your students. Distribute surveys or questionnaires that allow your students to share a bit more about their backgrounds, and their learning styles. With these responses you can go into the year with a complete picture of your classroom makeup.

2. Interview Students: This is a more personal approach to getting to know your students better. Face-to-face communication will help create an open dialogue between you and your pupils, and will encourage them to open up about things like their hobbies, favorite subjects and their preferred in-class exercises.

3. Integrate Relevant World Issues: There are many different ways to do this. Consider implementing a current events roundup into your morning meetings or classroom routine. You can also use culturally relevant terms in word problems that relate back to student interests and cultures.

4. Leverage the Power of Story: Many cultures have oral traditions, myths and stories that are passed down through the generations. These stories can be used as teaching tools about manners, morality and more. Use your students' diverse cultural stories to teach valuable lessons to your classroom, while also sharing some unique history of other groups.

5. Gamify Lessons: Gaming is hugely popular amongst school-aged children. Consider "gamifying" your lessons - popular tactics include offering reward badges or setting standards for new "levels" students can move up to for certain projects or proficiencies.

6. Use Media that Positively Depict a Range of Cultures: Find age-appropriate media outlets from different cultures and languages to use in your curriculum. These outlets can be used to teach a differing perspective on a current or historical event.

7. Encourage Students to Propose Ideas for Projects: Turning the tables and letting students propose ideas for projects is a great way to let students play to their strengths and get creative. Encourage them to use their cultural heritages or backgrounds as an inspiration, and support them in taking projects from concept to completion.

8. Experiment with Peer Teaching: It is suggested that teachers try allowing students to participate in peer-to-peer teaching. In this exercise, students are able to use their own vocabulary and cultural references to teach each other about a topic or subject.

9. Encourage Students to Leverage Cultural Capital: Empower your students that come from varying backgrounds to use their voices and speak about their diverse backgrounds. For example, if you teach an English class that includes ESL students, try to find ways to include them in lessons and allow them to share experiences they have had.

10. Involve Parents by Using Take-Home Letters: Open the door to parent participation at the start of the school year, when starting a new unit or trying an education tool for the first time. Parents can provide cultural context and support, and will appreciate being kept in the loop regarding their child's education.

How to Implement Culturally Responsive Teaching in the Classroom

There isn't a step-by-step process that every teacher must follow to introduce culturally relevant teaching into their classroom. Instead, here are some elements of a culturally inclusive classroom, and some choices you can make to begin this exciting process:

Gather demographic information on students such as background, languages spoken, etc.

Identify students' assets and their cultural capital.

Create a welcoming classroom environment and develop authentic, caring relationships with your students.

Examine the curriculum to identify where you can tie in cultural elements.

Explore CRT resources to deepen your own understanding of the concept.

Share your own background and experiences with students to open lines of communication.

Encourage students to talk in pairs or small groups before sharing their own experiences with the whole class.

Learn about your students' traditions, holidays and family or other cultural activities, and try incorporating some of these traditions or activities into classroom activities.

Choose media, like stories or poems or video, that reflects the culture of the students so they can relate to the topic or characters, and teach their classmates about their heritage.

How Does Culturally Responsive Teaching Apply to Parents & Families?

Students' parents and guardians can be one of your most valuable resources when it comes to building a culturally relevant pedagogy. Because they are your students' resource when it comes to learning about their own cultural backgrounds. As such, you should be sure to engage with families from the beginning, inviting parents and guardians into the classroom community. They can share books from their native cultures or country, or participate as a guest speaker to tell their own stories. This helps them actively participate in their child's learning and share a bit about what makes them unique.

Resources for Culturally Responsive Teaching

Some easily accessible CRT resources available to teachers include:
Mathematica Education Northwest ChangeKidsLives Inclusive Schools Network Culturally Responsive
Professional Development for Culturally Responsive Teaching

There are a number of introductory resources available online for educators interested in culturally responsive teaching. However, these articles and eBooks provide a surface-level overview of CRT. While this information is hugely valuable, for educators who seek to have a more comprehensive understanding of this practice, there are other options.

Consider the Teaching for Diversity, Equity and Inclusivity in the Classroom Series offered by the University of San Diego. This program is available through the school's Division of Professional and Continuing Education, meaning each course in this series is available completely online. Through the Diversity, Equity and Inclusivity program, learners will learn how to celebrate diversity, and also strategize how to promote inclusivity, equity and anti-racism in the classroom. To learn more about this program, please contact us.

FAQs

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University of San Diego - Professional & Continuing Education

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Culturally Responsive Teaching Guide (+10 Examples) - University of San Diego - Professional & Continuing Education

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Culturally Responsive Teaching Guide (+10 Examples). Advance your career with professional and continuing education from the University of San Diego.

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Know

What do you think of when you hear the word 'culture'? How do you define it? You may think of several things, including the culture of a group of people (an office or neighborhood), or you may think of the culture that you associate with your family, race, and ethnicity. Culture can be defined in many ways, but at the heart of it, you will find a shared set of values, beliefs, habits, customs, and practices. Researcher, Donna Y, Ford defines culture in this way:

Culture is the accumulation of beliefs, attitudes, values, habits, customs, and traditions shared by a group of people. These beliefs, attitudes, habits, etc., are learned and acquired. Culture serves as a frame of reference through which individuals and groups view, interpret, and respond to the world. No one is born with a culture. Culture is learned/acquired.

Culturally responsive teaching is a term that was created by researcher, Geneva Gay. The term evolved from culturally relevant teaching, which is a philosophy and way of teaching focused on three main components: student learning, cultural competence; and critical consciousness (Ladson-Billings, 1995). Culturally responsive teaching is centered on several different components, including:

A strong understanding of cultural diversity.

A culturally relevant curriculum.

High expectations for every child, especially students of color.

An appreciation for different styles of communication.

The use of multicultural instruction - teaching styles and pedagogy.

Donna Y. Ford encourages educators to consider culturally responsive education to be grounded in equity. She also asks you to think about the term 'responsive', which means to address a need. Therefore, culturally responsive teaching uses the knowledge, customs, perspectives, and experiences of racially and ethnically diverse students to create better instructional opportunities. As Gay (2018) reminds us "virtually every student can do something well" (p. 1). Therefore, teachers are encouraged to learn to identify, celebrate, and connect students' potential and skills with their teaching strategies. Think about how difficult it might be to teach or care for a child that you don't know. While this may sound like a strange concept, too often this exact scenario happens when educators limit their knowledge about a child to who they are in the context of their program, ignoring all the other parts of the child's identity and experiences. While Ladson-Billings's and Gay's models include different components, their ideas are similar. Instead of looking at children of color from a deficit perspective, both models seek to focus on the assets that children of color possess, and then incorporate their knowledge and experiences into instructional practices and curriculum development and materials (e.g., books, videos, crayons, dolls, toys, and so on).

Components of Culturally Responsive Teaching

Below, you will find descriptions for the five key components included in culturally responsive teaching:

1. A strong understanding of cultural diversity that recognizes the different cultural values and customs of various races and ethnicities, their traditions and impact on society, and then connects that knowledge to the support and instruction provided by the teacher.

2. Curriculum that is culturally relevant. Teachers should provide multiple perspectives instead of only one perspective. Materials, including images displayed on walls and bulletin boards, should reflect a wide range of diversity. Issues involving race, gender, ethnicity and class should be placed in context for children and youth. Topics and materials are of interest to minoritized children, such as multicultural literature,

3. Expectations are high to support the success of every child while still respecting and validating their cultural identities. This component is a reminder that every child deserves to succeed and should be supported to reach their full potential. As educators, we cannot allow some children to succeed, while allowing other children to fail, and remain OK with these outcomes.

4. An appreciation for different styles of communication with the understanding that different cultures interact in different ways. For example, many communities of color have an active style of communication where an individual may begin speaking before someone else is finished. This may feel more conversational and less formal in these cultures but to someone outside of this community this manner of communication may appear rude or inappropriate and a child may be told to be quiet or wait until the other person is finished before talking. This could cause the child to stop engaging in the discussion due to the mismatch between their culture and the expectation of an educator.

5. The use of multicultural curricular and instructional examples can be used by staff members to connect prior knowledge and cultural experiences to new information.

It's important to note that while culturally responsive teaching is meant to make learning more relevant and effective for ethnically diverse students (Gay, 2018), all children benefit from culturally responsive teaching. Educational opportunities are often designed with middle class, White children in mind even though the populations of many programs do not fit this profile. White children from lower socioeconomic classes often have very different experiences than their wealthier White peers despite being from the same racial group. It is also important to remember that all White children do not have the same ethnic background or experiences. Culturally responsive teaching can incorporate ethnicity into the curriculum to help children recognize the diversity that exists within their own race and appreciate and celebrate the diversity found among other races and ethnicities. Culturally responsive teachers should look beyond racial identity and consider the other aspects of culture children and youth carry with them, including age, gender, religion, sexual orientation, social class, and the geographic location of their home (rural, urban or suburban). Educators can find ways to affirm all of these aspects of a child's identity by connecting them to the activities and experiences in the classroom.

Culturally Responsive Teaching in Practice

Certain aspects of culturally responsive teaching will sound familiar since it includes elements of anti-bias and anti-racist teaching. Programs that practice culturally responsive teaching include a wide array of books that feature images and characters that represent various ages, genders, races, and ethnicities. A culturally responsive program will include a variety of books about diversity and will not be limited to one type of diversity, such as gender, race or ethnicity, since all aspects of diversity are important and must be affirmed in culturally responsive teaching.

Culturally responsive teaching shares multiple perspectives of historical and current information rather than a single story of a group of people. For example, when discussing the enslavement of African Americans, narratives told from the perspective of those who were enslaved should be shared, and narratives about the ways that the enslaved resisted and found ways to survive should also be included to provide a better understanding of that period. When children and youth learn about Indigenous people, they should learn that many of the struggles that existed for them in the past are still present, including the fight for their land and the fight for their human rights. Children and youth should also learn about the rich and beautiful culture of the Indigenous people. While some individuals still believe that children are too young to talk about race, culturally responsive teaching would provide insight into the critical role that young children played in the Civil Rights Movement and the important role that women played in the movement in terms of organizing, strategizing and leading groups of people to demand their civil rights. Too often, these narratives are left out of the larger story, but culturally responsive teaching seeks to correct these wrongs by shining a light on voices that are often overlooked or purposefully omitted.

In culturally responsive teaching, children are encouraged and given opportunities to draw from their prior knowledge and experiences and connect it to what they are learning. This validates the knowledge that children and youth may learn at home or outside of schools and programs and it allows them to make connections between their learning. Another important aspect of culturally responsive teaching is critical consciousness. Critically conscious children are given the tools to examine, critique, and analyze inequities in society. For example, rather than having youth simply read historical documents like the Pledge of Allegiance or the Declaration of Independence, culturally responsive teaching encourages them to carefully decipher the meaning behind the text and question whether the liberties that these documents talk about were truly meant for everyone and to consider what these historical texts mean in today's context. Donna Y. Ford often shares the story of a teacher who was reading the inscription of the Statue of Liberty to third-grade children. One child whose family were undocumented immigrants was troubled and confused. "Teacher," he asked, "why do some people want my family to go back to Mexico and build a fence'? She was unprepared for this question; had never considered how her students might feel based on their experiences and social media. How would you respond to this question? Would you have anticipated this child's legitimate question and concern? Would you have already addressed it in your lesson plan?

Culturally responsive teaching considers how the routines and expectations of a program may not be supportive of all children and youth and works to change/remove inequities. For example, many programs may have rules around communication and encourage children to wait their turn before speaking. Culturally responsive teaching, instead, looks for ways to incorporate the cultural practices found in many communities of color where an overlap in communication is supported. This is known as 'call and response'. With this awareness, children would not be seen as rude or inappropriate for talking at the same time as someone else. While this may seem like a small adjustment, oftentimes, children of color may be disciplined for a communication style that feels normal to them but is considered inappropriate or wrong in their school or program. This more accurately reflects the ways that schools and programs often do not match the cultural norms that children and youth are accustomed to at home.

It is important to note that most classrooms and programs reflect the culture, language, experiences, and norms of White children overall, but especially those who are higher income. What is often described as "best practice" and "developmentally appropriate" typically aligns with cultural frameworks derived from Eurocentric perspectives (Iruka et al., 2020, p. 60). As a result, many programs do not recognize or acknowledge the cultural clashes that occur between home and school. For example, some cultures focus on the collaborative effort and achievement of the group, as opposed to the effort and achievement of one person/students, which, to repeat, is primarily the focus in programs and schools. These two examples and many others can be difficult concepts and behaviors for students to navigate, especially younger children, and can lead to challenging behaviors and frustration. This is important to keep in mind when working with children from racial and ethnically diverse backgrounds.

The Opposite of Culturally Responsive Teaching

Some educators believe that they are practicing culturally responsive teaching when they are not. If programs are engaging in "Culture Week," "Culture Month," or hosting potlucks to get a glimpse into various cultures, they are not truly practicing culturally responsive teaching. Many refer to this practice as 'tourism'. James A. Banks, the founder of a multicultural curricular infusion model, calls this the 'contributions approach', which is the lowest level of integrating multicultural content into the program and often promotes and reinforces stereotypes about people of color. Quick and shallow attempts to engage in culturally responsive teaching are not effective and do not represent the correct and desired way to teach. Adding a few diverse books to a bookshelf does not represent culturally responsive teaching, which Banks labels as the 'additive approach/level". It is temporary and disconnected from other aspects of what is explored in the overall curriculum. The various elements of culturally responsive teaching require more than a surface level effort to affirm the rich identities and heritage of children and youth.

Equally important, programs that ignore societal inequities or discuss them from a single perspective are not teaching in a culturally responsive manner. Programs that talk about culturally responsive teaching but continue to look at children of color as problems to be solved, individuals who need saving, or troublemakers that they must tolerate, are not teaching in a culturally responsive manner. Ford considers this to be 'culturally assaultive' and others refer to it as 'curricular violence'. Therefore, the development of a critical awareness is so important and essential in this work because it will allow educators, children, and youth to connect current inequities to historical information and see how all the "deficits" that children of color supposedly have were created to marginalize them indefinitely. These deficit-oriented perspectives are intentional and allow the myth of a racial hierarchy to remain in place.

Culturally responsive teaching, like anti-bias teaching, must not appear in your curriculum for a part of the year and then disappear. Some identities should not make a guest appearance in your program, while other identities have a starring role during the year. Culturally responsive teaching is about affirming the lived experiences and prior knowledge of children and youth, and it allows them to draw from their customs and culture to make connections to their learning. Research has shown that when teachers and educators teach in culturally responsive ways, children and youth are more engaged and feel validated. This seems logical since it allows their experiences to be affirmed and it recognizes their knowledge. Rather than always being positioned as the learner trying to make connections to distant worlds, facts, and identities that do not resemble your own or anyone that you know, culturally responsive teaching makes it clear that children of color have experiences that must be included in curricula and in how it is taught. Again, culturally responsive teaching should not be an add-on to your lessons or something that appears as an afterthought in your planning. It should be central to your lessons and centered in your planning to achieve the goal of affirming the experiences, knowledge, and customs of children and youth of color. Gay reminds us, "The highest-quality educational programs and practices can never be accomplished if some ethnic groups and their contributions to the development of U.S. history, life, and culture are ignored or demeaned" (Gay, 2018, p. 21).

Creating Culturally Relevant Activities

When something is relevant, it has meaning, significance, and a purpose in your life or context. Before you begin the work of designing or adapting activities to be culturally responsive, you should first look at your current practices, content, and materials. You can do this in several ways. One way to get a better understanding of your current practice is to have the Training & Curriculum Specialist observe you several times throughout the week and provide you with feedback on how your practices align with the components of culturally responsive teaching. You can also record yourself engaging in several planned activities to see what practices you have in place that may align with culturally responsive teaching and what you can improve upon or eliminate. While reviewing your video recordings, keep the components of culturally responsive teaching nearby, so you can see which aspects are already in place and which ones you need to add to future activities and experiences. In time, this work will not require as much thinking and effort, as you will begin to find that it becomes more natural for you to center these elements in your practice. However, in the beginning, you will need to be very intentional about your planning and engage in careful reviews to see where the evidence of culturally responsive teaching exists or is missing. Be mindful of the degree to which your learning environment is equitable and inviting (Ford, 2015a, 2015b).

To ensure that you are not overlooking critical information as you review the recordings, it is important to have a colleague, coach, or someone who is familiar with the cultures in your program review the recordings as well. While reviewing, look to see how often you interact with children representing different genders, ages, racial and ethnic backgrounds, and income levels and social classes. Notice if your interactions with each group look the same or different and examine the reasons behind your choices. Also pay close attention to how you interpret nonverbal communication. Do you pay attention to this type of communication, or is it ignored, and why? As you begin to design more culturally responsive activities, remember that children can provide (in)valuable insight to help with your planning. Partnering with families can also provide insight into topics to adopt and explore. While you may not have all of the answers early on, it's important to remember that answers are not as important as the questions that the children and youth will ask about you, their peers, and the world around them. Let their questions and observations encourage and guide you.

One example of a culturally responsive activity that could be included in your curriculum plans is an "All About Me" activity. This activity typically includes information about a child, such as their name, birthday, family members, favorite color, favorite food, songs or type of music they like, things they enjoy doing at the program and things they enjoy doing at home or outside of your program. "All About Me" projects can be a great way to build community and allow children to show pride in themselves. Just like a neighborhood study can be explored through culturally responsive teaching, a culturally responsive "All About Me" project could include information about the story behind a child's name, or an opportunity for families to share how their child's name was chosen. Families can be given an option to send a video or audio recording to share this information or they can write the information down so you can make "All About Me" books for each child. An "All About Me" project can also include information about the child's race and ethnicity, languages they speak at home, family traditions, special foods and what makes them special and other information that is important to the child and family. It is important to note that all families may not have access to some or all of this information. For example, if a child in your program has been adopted, the child's parents may not be able to provide some or all of this information. Educators can have a conversation with their program directors and colleagues to brainstorm ideas to adjust their "All About Me" activity to ensure that it is inclusive for all of the children in the program.

Another project that could be designed with culturally responsive teaching in mind is a neighborhood study. Similar to an "All About Me" project, this would need to be adapted based on the age of the children so that it is developmentally appropriate. Neighborhood studies often center on community helpers such as the roles of firefighters and police officers (and school resource officers). While it is true that these individuals are community helpers, it's important to recognize that not all communities see police officers as people/professionals they trust and would turn to for help with a problem or when in a crisis. While the majority of White, middle- and upper-class families may not have to think twice about calling the police for help, many racially and ethnically marginalized communities must weigh the consequences of calling the police. For them, a routine call for assistance could turn and has turned deadly. For many communities of color, when interactions with the police turn deadly, they are forced to endure additional harm when the legacy of their loved one is misrepresented and/or demonized in the media. Before the public has a chance to know anything meaningful about an individual, a media campaign is often orchestrated to erase signs of their humanity which can lead to recurring trauma for families as they are grieving the loss of their loved one. All of these factors, and others, impact the decisions of people of color when calling the police.

In some Black and Latine communities where individuals have a lower socioeconomic status, in addition to some immigrant communities, many people would not call the police for help due to the brutality and surveillance that many communities of color find themselves in. That can also extend to school resource officers. Large spotlights that shine bright lights into housing projects, common practices of stopping and frisking children, teenagers, and adults because they look "suspicious," and continual images on television and online of police officers killing unarmed Black people has created deep tensions between these communities and the police. A culturally responsive lesson would consider these tensions and think of different helpers to highlight or find a way to include police officers in the study, but also include lessons that examine the long history of tensions between minoritized communities and police officers. The important historical context that provides insight into how we have arrived at the point where we find ourselves should not be discounted or ignored. As educators, we want to protect rather than further traumatize children of color.

See

It is important that child and youth professionals understand how culturally responsive teaching can lead to better learning outcomes for all children. Listen Iheoma U. Iruka, Research Professor at the University of North Carolina at Chapel Hill and the Founding Director of the Equity Research Action Coalition at Frank Porter Graham Child Development Institute, and other experts in the field discuss how to embed these practices in authentic and meaningful ways.

Culturally Responsive Teaching in Practice Video not available

Experts discuss ways to ensure culturally responsive practices are a central part of your program.

A culturally responsive program should include a variety of books about diversity. When choosing materials and activities for your program, consider how diversity is represented within them. Listen as a literacy specialist shares ways to ensure the books you provide are supportive of all children and families.

Culturally Responsive Materials Video not available

Reflect on the ways diversity is represented in books and other materials.

Do

As you reflect on both culturally relevant and culturally responsive teaching, is there evidence of them in the curriculum of your program and how are they evident - in some, most, or all lesson plans and materials? Regardless of your response, it is possible for all content areas to be taught in culturally relevant and responsive ways. Math, language arts, science, music, art, literacy, physical education, and history can all be taught using a cultural lens. Additionally, developmental skills such as social-emotional, cognitive, and linguistic skills can be supported in a similar way. Below are steps to take as you create and/or review culturally responsive experiences and activities. Remember to work in collaboration with staff members and other individuals from minoritized backgrounds and refer to the components of culturally responsive teaching when planning lessons.

Examine your curriculum and identify which cultures are present and which ones are missing.

Examine your program to determine which cultures are present and which cultures you might want to include in your curriculum to expose children and youth to different groups of people.

Review the expectations of your program, including communication styles and how children are nurtured to succeed. How inviting is your classroom and program?

Analyze the perspectives shared in your program. Are you unintentionally creating stereotypes of groups of people by sharing a narrow and one-dimensional view of who they are as culturally different individuals and groups?

Examine who you position as experts. Who are the people that children and youth are learning about from books, materials, videos, or visits? Why have they been selected? Does this provide a full understanding of a group of people, or does this limit the view that your children and youth are forming under your care?

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Culturally Responsive Teaching in Practice

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What do you think of when you hear the word 'culture'? How do you define it? You may think of several things, including the culture of a group of people (an office or neighborhood), or you may think of the culture that you associate with your family, race, and ethnicity.

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Ensure that the lesson plans are diverse with the content and examples used.

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Allowing students to draw their own cultural backgrounds and experiences as they engage with the content and students.

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Having students talk in small group and sharing their ideas and understand with other students.

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Making your learning and teaching narrow and one way. Not thinking about all students different backgrounds, and cultural.

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Making sure that your teaching and learning strategies are in consideration to students identities, cultural, and background.