Setting lower or higher expectations of a student based on their race or ethnicity.

Using inappropriate humor about a specific group.

Asking a student to speak for or represent their entire group.

Not allowing all students to express their voice equally in classroom discussions.

Asking  questions such as “Where are you from?” or saying “You don’t look like…”

Getting defensive when corrected about any of the above.

• Assumes academic knowledge and skills become more
personally meaningful, have higher interest appeal, and are learned
more easily and thoroughly when they are situated within the lived
experiences and frames of reference of students (Gay, 2000)*. 

• Presupposes that the academic achievement of ethnically diverse
students will improve when they are taught through their own cultural
and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000;
Hollins, 1996; Kleinfeld, 1975; LadsonBillings, 1994, 1995). 

From:
Linan-Thompson, S., Lara-Martinez, J. A., & Cavazos, L. O. (2018).
Exploring the Intersection of Evidence-Based Practices and Culturally
and Linguistically Responsive Practices. Intervention in School and
Clinic, 1-8.