# data[].attributes.headline
What Challenges could I face When Implementing these strategies in the Classroom?

# data[].attributes.subject
What Challenges could I face When Implementing these strategies in the Classroom?

# data[].attributes.body
The implementation of culturally responsive teaching strategies will be met with challenges. First, the educator who is committed to culturally responsive education must work to overcome their own “personal assumptions about students, parents, & communities.” (New York University). Second, teachers must educate their students about racism and prejudices. In many cases, students are not bothered by learning about these topics. However, families of students may not be open-minded toward culturally responsive teaching. Lastly, one of the biggest challenges of implementing culturally responsive strategies is being careful to not offend students of other cultures. It is important that teachers are careful about the ways they include students in conversations and lessons about diversity.

# data[].attributes.headline
Culturally Responsive Teaching Strategy #5

# data[].attributes.subject
Culturally Responsive Teaching Strategy #5

# data[].attributes.body
In order to be proactive, it is important to “become conscious of the dynamics inherent when cultures interact.” Teachers who are committed to being culturally responsive must acknowledge that not all students understand what this means. In the classroom, students must be expected to be respectful of the cultures of their peers. Teachers should lead by example by respecting the cultures of their students and encouraging students to appreciate the cultures of their peers. In addition, teachers must form “effective home-school connections” in order to involve families in the education of their students (New York University).

# data[].attributes.headline
Culturally Responsive Teaching Strategy #1

# data[].attributes.subject
Culturally Responsive Teaching Strategy #1

# data[].attributes.body
It is important for educators to become aware of their prejudices and stereotypes. They should work to improve their mindsets and the way they think about other cultures. In the classroom, teachers can talk about prejudice and how it can lead to conflict and oppression (Robins et al., 2012).

# data[].attributes.body
A brief history of multicultural education. EdChange Consulting and Workshops on Multicultural Education, Diversity, Equity, Social Justice. (n.d.). Retrieved February 20, 2022, from http://www.edchange.org/multicultural/papers/edchange_history.html

Multicultural education - history, the dimensions of multicultural education, evidence of the effectiveness of multicultural education. StateUniversity.com. (n.d.). Retrieved February 20, 2022, from https://education.stateuniversity.com/pages/2252/Multicultural-Education.html

New York University Metropolitan Center for Urban Education. (n.d.). Principles of Culturally Responsive Education. Retrieved February 19, 2022, from https://mvnu-prod33.moonami.com/pluginfile.php/625356/mod_resource/content/1/Culturally%20Responsive%20Teaching%20PowerPoint.pdf

Robins, K. N., Lindsey, D. B., Lindsey, R. B., &amp; Terrell , R. D. (2012). Culturally proficient instruction: A guide for people who teach. Corwin.

# data[].attributes.headline
Culturally Responsive Teaching Strategy #6

# data[].attributes.subject
Culturally Responsive Teaching Strategy #6

# data[].attributes.body
Teachers must be aware of the achievement gaps in order to be culturally responsive educators. On average, half of the African American, Latino, and Native American students show below basic reading abilities. Additionally, “African American and Latino 17 year-olds do math at (the same levels as white 13 year-olds.” These statistics are startling; however, there is a model that describes how the needs of these students can be met. The “Response to Intervention Model” shows that students should first be met with “culturally responsive instruction in general education classrooms.” Next, students can receive direct assistance. For many students, a referral to an intervention specialist will allow them to close the achievement gap. Lastly, receiving special education could be necessary. It is crucial for students to receive education that meets their needs in order to provide them with any needed intervention (New York University).

# data[].attributes.headline
Culturally Responsive Teaching Strategy #4

# data[].attributes.subject
Culturally Responsive Teaching Strategy #4

# data[].attributes.body
Teachers should value diversity. This can be done by hosting a culture fair or allowing students to present about their cultures in front of their peers. Teachers can show that they value diversity by learning about the cultures of their students in order to relate content to them. This can be done by including ethnic differences in assessment procedures (New York University).

# data[].attributes.headline
Culturally Responsive Teaching Strategy #3

# data[].attributes.subject
Culturally Responsive Teaching Strategy #3

# data[].attributes.body
Teachers should “adapt to the needs” of their students. This can only be done if they are committed to becoming a culturally proficient instructor. Whether students have disabilities, do not speak English, or have recently immigrated to the United States, they should all be provided with the best education possible (Robins et al., 2012).

# data[].attributes.headline
What is Culturally Responsive Education?

# data[].attributes.subject
What is Culturally Responsive Education?

# data[].attributes.body
Culturally responsive Education is a way of teaching that recognizes and includes cultural references that are relevant to students. When committing to being culturally responsive educator, teachers can follow “The Cultural Continuum,” which summarizes the steps that educators and school systems should take in order to be culturally responsive. This act takes time, work, and cannot be completed in one day, week, month, or year.
First, teachers can show a “surface” level of cultural responsiveness by hosting cultural fairs and asking students to share their cultures with their peers. Next comes the “transitional” phase in which a small number of multicultural units are added to the curriculum. Teachers can support this by adding cultural references and different ethnicities into their assessment styles. Students should learn about their cultural differences and how to be respectful of each other.
After more multicultural units are introduced into the curriculum during the “integrated” phase, the “Social Change” phase may begin. In this phase of the continuum, multicultural units will be “used as part of social justice curriculum.”  In classrooms, teachers would have full support of their peers and supervisors in their efforts to being culturally responsive (New York University).

# data[].attributes.headline
Culturally Responsive Teaching Strategy #2

# data[].attributes.subject
Culturally Responsive Teaching Strategy #2

# data[].attributes.body
After teachers have communicated to their students about prejudice, racism, and stereotypes, they should explain how their students are expected to behave. “Communication of High Expectations” should occur between teachers and their supervisors as well as between teachers and their students. It is important that teachers and students are held to standards of being culturally responsive. Teachers must expect their students to be respectful of their peers and other cultures. It is important to educate students when they act in ways that are unacceptable. If students are punished for behaving insensitively, they will not learn why their behavior is hurtful (New York University).

# data[].attributes.body
Multicultural Education is an approach to education that was created to reform the way students are taught. It is a “movement for equity, social justice, and democracy.” The goal of multicultural education is to prepare students for success in a diverse world by changing the way they are educated. This is done by providing students with opportunities that allows them to learn more about other cultures as well as their own. Multicultural educators should “view cultural difference as a national strength and resource rather than as a problem to overcome through assimilation” (Multicultural Education).

# data[].attributes.headline
How do Multicultural and Culturally Responsive Education compare? 

# data[].attributes.subject
How do Multicultural and Culturally Responsive Education compare? 

# data[].attributes.body
Multicultural and Culturally Responsive Education can be combined to provide students with an education that will prepare them for life in a diverse society. Multicultural education consists of curriculum that is culturally diverse, while culturally responsive education is more related to interactions students have with their teachers, peers, and lessons (Multicultural Education). Culturally responsive educators teach multicultural curriculum. This can consist of teaching students about prejudice, stereotypes, and biases (New York University). Multicultural education is changing the way students are taught about diversity, which will allow them to be culturally responsive members of society.