The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study

Abstract This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post-observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.

[1]  Samuel R. Sommers,et al.  Racial Color Blindness , 2012 .

[2]  Anna-Katharina Praetorius,et al.  One lesson is all you need? Stability of instructional quality across lessons. , 2014 .

[3]  Emily K. Penner,et al.  NBER WORKING PAPER SERIES THE CAUSAL EFFECTS OF CULTURAL RELEVANCE: EVIDENCE FROM AN ETHNIC STUDIES CURRICULUM , 2016 .

[4]  N. Hatton,et al.  Reflection in teacher education: Towards definition and implementation , 1995 .

[5]  Cyrille Gaudin,et al.  Video viewing in teacher education and professional development: A literature review , 2015 .

[6]  Django Paris.  Culturally Sustaining Pedagogy , 2012 .

[7]  Judson C. Laughter,et al.  The Theory and Practice of Culturally Relevant Education , 2016 .

[8]  G. Gay.  Acting on Beliefs in Teacher Education for Cultural Diversity , 2010 .

[9]  Mark A. Gooden,et al.  Culturally Responsive School Leadership , 2016 .

[10]  R. Yin.  Case Study Research: Design and Methods , 1984 .

[11]  F. Vijver,et al.  Multiculturalism: Construct validity and stability , 2008 .

[12]  T. Seidel,et al.  How Pre-Service Teachers Observe Teaching on Video: Effects of Viewers' Teaching Subjects and the Subject of the Video , 2011 .

[13]  Sheri R. Levy,et al.  The Colorblind, Multicultural, and Polycultural Ideological Approaches to Improving Intergroup Attitudes and Relations , 2010 .

[14]  Szu-Yin Chu.  Teacher Efficacy Beliefs Toward Serving Culturally and Linguistically Diverse Students in Special Education , 2013 .

[15]  I. Gogolin.  Linguistic and Cultural Diversity in Europe: A Challenge for Educational Research and Practice , 2002 .

[16]  Judi Mesman,et al.  Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background , 2016, Review of Educational Research.

[17]  S. Cantrell,et al.  Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research , 2016, Teachers College Record: The Voice of Scholarship in Education.

[18]  Paul C. Gorski.  Rethinking the Role of “Culture” in Educational Equity: From Cultural Competence to Equity Literacy , 2016 .

[19]  V. Braun,et al.  Using thematic analysis in psychology , 2006 .

[20]  Gloria D. Campbell-Whatley,et al.  Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities , 2012 .

[21]  Joseph L. Fleiss,et al.  Balanced Incomplete Block Designs for Inter-Rater Reliability Studies , 1981 .

[22]  R. Klassen,et al.  Teachers' cognitive processing of complex school-based scenarios: Differences across experience levels , 2018, Teaching and Teacher Education.

[23]  Yvonne Anders,et al.  Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms , 2015 .

[24]  Rossella Santagata,et al.  Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching , 2010 .

[25]  P. Brok,et al.  Teachers' Practical Knowledge about Classroom Management in Multicultural Classrooms. , 2009 .

[26]  Patricia L. Guerra,et al.  Teacher Beliefs and Classroom Practices Cognitive Dissonance in High Stakes Test-Influenced Environments. , 2017 .

[27]  V. Plaut,et al.  Do Color Blindness and Multiculturalism Remedy or Foster Discrimination and Racism? , 2018 .

[28]  Emily P. Bonner,et al.  Culturally responsive teaching in the context of mathematics: a grounded theory case study , 2012 .

[29]  Gloria J. Ladson-Billings.  Is Meeting the Diverse Needs of all Students Possible? , 2011 .

[30]  Miriam Gamoran Sherin,et al.  1. NEW PERSPECTIVES ON THE ROLE OF VIDEO IN TEACHER EDUCATION , 2003 .

[31]  G. Gay,et al.  Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education , 2003 .

[32]  E. Davis.  Characterizing productive reflection among preservice elementary teachers: Seeing what matters , 2006 .

[33]  M. Patton,et al.  Qualitative evaluation and research methods , 1992 .

[34]  Helenrose Fives,et al.  Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? , 2012 .

[35]  Nancy L. Commins,et al.  Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity , 2015 .

[36]  Angelina E. Castagno,et al.  “I Don't Want to Hear That!”: Legitimating Whiteness through Silence in Schools , 2008 .

[37]  Maarten van Someren,et al.  The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes , 1994 .

[38]  Akane Zusho,et al.  Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures , 2018 .

[39]  M. Verkuyten,et al.  Multicultural Education and Inter-Ethnic Attitudes , 2013 .

[40]  C. Judd,et al.  Rethinking the Link Between Categorization and Prejudice Within the Social Cognition Perspective , 2005, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.

[41]  K. Siwatu,et al.  Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts , 2016 .

[42]  F. Vijver,et al.  Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study☆ , 2017 .

[43]  S. Nieto.  Affirming Diversity: The Sociopolitical Context of Multicultural Education , 1991 .

[44]  C. Sleeter.  Confronting the Marginalization of Culturally Responsive Pedagogy , 2012 .

[45]  Christy M. Byrd.  Does Culturally Relevant Teaching Work? An Examination From Student Perspectives , 2016 .

[46]  Jessica L Walton,et al.  Talking culture? Egalitarianism, color-blindness and racism in Australian elementary schools , 2014 .

[47]  F. V. D. van de Vijver,et al.  Equal but Different: Effects of Equality/Inclusion and Cultural Pluralism on Intergroup Outcomes in Multiethnic Classrooms , 2017, Cultural diversity & ethnic minority psychology.

[48]  Brittany Aronson,et al.  The White Savior Industrial Complex: A Cultural Studies Analysis of a Teacher Educator, Savior Film, and Future Teachers , 2017 .

[49]  Susan L. Morrow.  Quality and trustworthiness in qualitative research in counseling psychology. , 2005 .

[50]  Culturally Responsive Pedagogy: Modeling Teachers’ Professional Learning to Advance Plurilingualism , 2016 .

[51]  Nicole B. Kersting,et al.  Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics , 2008 .

[52]  Catherine P. Bradshaw,et al.  An Examination of the Association between Observed and Self-Reported Culturally Proficient Teaching Practices. , 2015 .

[53]  Tamara Lucas,et al.  Preparing Culturally Responsive Teachers , 2002 .

[54]  A. Portera.  Intercultural education in Europe: epistemological and semantic aspects , 2008 .

[55]  Alexander Renkl,et al.  Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection , 2014 .

[56]  M. Schachner.  From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools* , 2019 .

[57]  J. S. Matthews,et al.  Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children , 2019, Contemporary Educational Psychology.

[58]  Birgit Hüpping,et al.  The development of intercultural pedagogy and its influences on primary schools: conclusions and perspectives , 2014 .

[59]  Gerard Delanty.  Not All Is Lost in Translation: World Varieties of Cosmopolitanism , 2014 .

[60]  Mardi Schmeichel.  Good Teaching? An examination of culturally relevant pedagogy as an equity practice , 2012 .

[61]  Daniel Faas.  Negotiating Political Identities: Multiethnic Schools and Youth in Europe , 2010 .

[62]  M. Syed,et al.  Guidelines for Establishing Reliability When Coding Narrative Data , 2015 .

[63]  K. Wegmann.  Shaping a new society: Immigration, integration, and schooling in Germany , 2014 .

[64]  Brendan Calandra,et al.  An Exploratory Study of Digital Video Editing as a Tool for Teacher Preparation , 2008 .

[65]  M. Pollock,et al.  Colormute: Race Talk Dilemmas in an American School , 2004 .

[66]  Francesca A. López.  Altering the Trajectory of the Self-Fulfilling Prophecy , 2017 .

[67]  D. V. Middelkoop,et al.  Understanding diversity: a Dutch case study on teachers’ attitudes towards their diverse student population , 2017 .

[68]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[69]  Tyrone C. Howard,et al.  Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection , 2003 .

[70]  Gloria J. Ladson-Billings,et al.  Culturally Relevant Pedagogy 2.0: a.k.a. the Remix , 2014 .

[71]  L. Juang,et al.  Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers , 2018 .