Culturally Responsive Teaching Strategies by Lyndsay Fike

droppingstarspe — 2024-03-26 15:31:27 UTC

I chose this piece to start a comprehensive list of ways a teacher can combat implicit bias. This would be a good list of strategies for high school students as it can be easily integrated into the classroom and even discussed with the class. One of the suggestions is to do a project where the students embrace the discomfort of recognizing their bias and how to combat it.

Citation:

Gonzalez, C. M., Lypson, M. L., & Sukhera, J. (2021, December). Twelve tips for teaching implicit bias recognition and management. Medical teacher. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8349376/

droppingstarspe — 2024-03-26 18:06:08 UTC

This piece is another way to engage students in considering how they may treat people differently based on their culture. I chose this piece because it makes a good point about getting the students involved with those in the group who are different than them. This would be good to use in early education as children learn the aspects of fairness and how to treat their peers. Additionally, this can teach younger children how to be leaders in their class and take charge when they see bias.

Citation:

Bowman, K. D., West, C., & Toner, M. (2020, August 4). Strategies for countering unconscious bias in the classroom. NAFSA. https://www.nafsa.org/ie-magazine/2020/8/4/strategies-countering-unconscious-bias-classroom

droppingstarspe — 2024-03-26 18:06:39 UTC

While no specific religion is not something taught in public education, it is essential to have students acknowledge different faiths, some possible customs, and how to embrace those of other beliefs than our own. This resource provides several means to integrate such lessons to an elementary-level audience. The passage also offers different classes where the subject can be taught to find various ways to keep students engaged.

Citation:

Vasquez, T. (2020, December). Embracing various religious beliefs in the classroom. GCU. https://www.gcu.edu/blog/teaching-school-administration/embracing-various-religious-beliefs-classroom

droppingstarspe — 2024-03-26 18:07:10 UTC

This passage goes into great detail to explain to students that some people function differently and need different classroom support levels. This could be used at various grade levels, such as middle or high school, to give students a deeper insight into the struggles that those with disabilities face. I often find students at that age need a better understanding of how to support those with disabilities, and they can be the harshest toward them. Lessons such as this can spark empathy in those students and teach them to be less cruel toward those differently abled.

Citation:

How does unintended or unconscious bias affect students with disabilities?. How does unintended or unconscious bias affect students with disabilities? | DO-IT. (n.d.). https://www.washington.edu/doit/how-does-unintended-or-unconscious-bias-affect-students-disabilities

droppingstarspe — 2024-03-26 18:07:38 UTC

This passage can be used to help younger students understand why teachers do certain things to make rooms more accessible to students with disabilities, how we can help our peers who need extra support, and how to be kind people to others regardless of their capabilities. We want to teach students how to engage their disabled peers in classwork and make them feel welcome. It can also aid students in understanding how students with disabilities may think if they are left out or treated differently because of their disability.

Citation:

Wester, D. (2022). How students with disabilities are affected by implicit bias. Accessibility.com: Empowering digital accessibility for businesses. https://www.accessibility.com/blog/in-the-classroom-how-students-with-disabilities-are-affected-by-implicit-bias

droppingstarspe — 2024-03-26 18:08:11 UTC

I chose an article that can give students specific examples of how to face prejudice and what they can do to support their peers. This article can be an excellent tool for middle and high school students to learn to be leaders in these scenarios and recognize when someone discriminates against a peer based on race. It gives suggestions for workplace, school, home, and more situations.

Citation:

Speak up. Speak Up. (2022). https://equity.ucla.edu/wp-content/uploads/2019/12/Speak-Up.pdf

droppingstarspe — 2024-03-26 18:08:41 UTC

This piece explains why race is considered a “taboo” topic and how to understand implicit bias. Some statistics can be used to support high school students in understanding the life skills needed to identify their implicit bias and how to overcome it. Tatum uses her research to aid teachers in creating a classroom that is accepting and open to all students.

Citation:

Tatum, B. (1992). Talking about race, learning about racism. UCLA. https://equity.ucla.edu/wp-content/uploads/2019/12/Tatum-Talking-About-Race.pdf

droppingstarspe — 2024-03-26 18:09:15 UTC

This article takes the approach of not just addressing the issue in the classroom. In addressing racial bias, we must consider how educators can support students in becoming culturally aware and mitigating any bias we see in our classroom—creating support systems for the students in things like after-school programs, clubs, and testing. It suggests ways to be inclusive and understanding to black students and ensure a fair and equal-opportunity classroom.

Citation:

Lockett, P. (2020, September 18). Nine ways we can address racial injustice in our schools, today. Forbes. https://www.forbes.com/sites/phyllislockett/2020/09/18/nine-ways-we-can-address-racial-injustice-in-our-schools-today/?sh=31b41e21362f

droppingstarspe — 2024-03-26 18:09:44 UTC

In different cultures, the amount and type of education provided to the other genders can be well ingrained and is still practiced today. However, as educators, we must ensure that students realize everyone deserves an equal learning opportunity. This article offers ways to introduce students to some stereotypes they may recognize and how to avoid them. This can be taught at the elementary level and be easy for students to understand. They provide specific suggestions, like asking students what they believe those of another gender face as challenges.

Citations:

Shafer, L. (2018, November). Preventing gender bias. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/18/11/preventing-gender-bias#:~:text=Make%20it%20clear%20to%20girls,and%20collaborate%20with%20diverse%20groups.

droppingstarspe — 2024-03-26 18:10:05 UTC

Students need to understand that only some have the same financial opportunities as them. Teaching students at the elementary level about poverty will aid in lessening biases they may consider in the future. This article goes over how to recognize implicit bias over poverty in schools and how to address it with students. It also teaches educators what some people may say about students and how to recognize it as implicit bias.

Citation:

Gibson, E., & Barr, R. (2017). Exploring implicit biases against poverty. National Youth at Risk Journal. https://files.eric.ed.gov/fulltext/EJ1275655.pdf