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Michelle Williams
Drexel University, Ed.D. Student
Special Education Teacher
Email: lmw343@drexel.edu

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For fifty years the academic achievement gap and the disproportionate placement of students of color in special education are evidence of injustices that prove the educational system is failing students of color (Dillon, 2009). It is critical to reform the curriculum and instructional strategies to conform to cultural diversities of the students being served.

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The purpose of this research is define the role of culture in the classroom and how neglecting culture has negatively impacted students of color academic achievement. In becoming culturally responsive introducing culturally relevant teaching, pedagogy, and assessments will produce a diverse group of students that whose academic attainment makes positive contributions to the wealth and prosperity of our country.

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In the past five decades, the academic discrepancy between white students and students of color has barely narrowed and inequality persists in spite of efforts attempted such as No Child Left Behind Act in 2001 (Dillon, 2009). This country was built on the backs of racial injustice. Injustices which formed opinions, stereotypes, biases and beliefs that continue to reflect upon students of color as the inferior minority (Gladwell, 2005). The lack of cultural awareness, cultural sensitivity, and culturally relevant teaching forms the barrier that prevents students of color academic achievement; this lack is also the vessel that disproportionately transports students of color into Special Education. There have been many factors that have been identified as potential causes to the achievement gap, however, a true solution has yet to be found as cultural relevance has yet to be addressed within the educational system. The educational curriculum that ignores the culture of students does not afford these students the opportunity of educational equality nor the chance to become successful adults. Instead their only choice is to continue the cycle of poverty. This research will examine the critical need to reform the curriculum and instructional strategies to conform to cultural diversities of the students being served. In a globally competitive world it is imperative to produce students in becoming innovators who make positive contributions to society. By the year 2020 the minority will become the majority (Children's’ Defense Fund, 2017), a failure to address the methodology used in educating students of color will result in our country’s economic downfall.

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The cure to cancer, diabetes, multiple sclerosis, or sickle cell anemia could be trapped within four walls of a jail cell simply because a brilliant mind was deprived of its right to educational excellence and equality. The lack of cultural awareness, cultural sensitivity, and culturally relevant teaching forms the barrier that prevents students of color academic achievement; this lack is also the vessel that disproportionately transports students of color into Special Education. By the year 2020 the minority will become the majority (Children's’ Defense Fund, 2017), a failure to address the methodology used in educating students of color will result in our country’s economic downfall. Additionally, giving attention to culture in a way that educates students of color will result in the reduction in the perils that permeate society due to insufficient education. Those perils include; lowering the crime rate, reduction of students of color being incarcerated and reduction in poverty rates. In a globally competitive world it is imperative to produce students in becoming innovators who make positive contributions to society.

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1. To what degree does culture influence minority student achievement and their academic success/failure?

2. How does culturally responsive teaching affect minority students achievement with regard to placement in special education and the achievement gap?

3. To what degree is the placement of minority students in special education and the inequity of achievement in students of color directly attributed to the lack of culturally responsive teaching of culturally sensitive teachers?

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There are a plethora of literature sources that address the achievement gap as well as sources that address culturally relevant teaching. Herein is where the gap in the literature lies. The literature mostly addresses these two issues as mutually exclusive. The literature fails to call for action in reform of teaching methodologies as there has yet to be research that proves culturally relevant teaching is the solution to closing the gap in student achievement and student equality.

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Academic Achievement-
performance outcomes that represent the extent a student met goals that were the focus of instructional strategies and activities.

Achievement Gap-
differences between test scores of minority and low income students and the test scores of their White and Asian peers.
Culturally Relevant Teaching-  A pedagogy that recognizes the importance of including students' cultural references in all aspects of learning.
Culturally Responsive Teaching - Validates every culture, engages in cultural knowledge, experiences, contributions, and perspectives. Uses students strengths to drive instruction, assessment and curriculum design. Seek the whole child; socially, emotionally and politically comprehensive. Empowering socially and academically; setting high expectations for students.
Culture- the sum of attitudes, customs, values, goals, and beliefs  and traits of a racial, religious or social group.
Instructional Strategies-
techniques or methods that a teacher may adopt to meet learning objectives. Help students become independent strategic learners.
Pedagogy- the method and practice of teaching, especially as an academic subject or theoretical concept.

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Upon successful completion of my dissertation that supports the claim culturally responsive teaching increases academic achievement of students of color; I aspire to rally for educational policies that reform instruction toward cultural inclusion. In addition I intend to fight for trainings that encompass cultural immersion to increase cultural awareness.

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Teachers and Students in the United States by Race

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Teachers and Students in the United States by Race

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Reality Pedagogy: Christopher Emdin at TEDxTeachersCollege

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Hi Michelle, your Padlet has come along very nicely. I love the use of graphics and the video embedded! You make powerful arguments about the debilitating effects of neglect of cultures by presenting evidence across multiple sources. Your topic may become a research source for me as a potential intervention! Best of luck, and I am excited to see where your research leads!

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Hello Michelle,

I love your title so clever and totally brings the reader in. The flow of the PADLET is flawless. I appreciate the depth in your research questions and look forward to seeing more come from you regarding this topic. The video and graph adds a nice touch. Job well done

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Reality Pedagogy: Christopher Emdin at TEDxTeachersCollege