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EDFD 462
Shelby Sandstrom
Resource List – Culturally Relevant Teaching
(Dr. Nicholas Wysocki)

This Resource List requires you to identify resources that help you engage in culturally
relevant (or responsive) teaching within your own classroom.

You need to answer the following questions in the table below:

Name of Demographic Group: African American Boys

Resource List of 4 Sources

APA Citation of Source 1: Academic Achievement Data
National Education Association (Ed.). (2011). Race Against Time: Educating Black Boys.
Retrieved from http://www.nea.org/assets/docs/educatingblackboys11rev.pdf

a) Credibility of the author/source (1-2 sentences at most for Part A)

This publication was part of a “Focus On” series from the National Education Association.
The National Education Association is the nation’s largest professional employee
organization and is committed to advancing the cause of public education.

b) Answer the following questions: Why are learners from your chosen demographic
group experiencing achievement issues according to the author? What academic
data does the author use to illustrate these achievement issues? (Minimum of 5
sentences for Part B)

The author begins noting success stories of three African American boys, and how their
success stories are invisible when looking at statistics of African American boys in public
schools. The statistics describe “black boys as more likely than peers to be placed in special
education classes, labeled mentally retarded, suspended from school, or drop out
altogether.” These statistical reasons alone provide insight as to why African American
boys are experiencing achievement issues. The author provides data from the studies, “Yes
We Can, the Schott Foundation’s 50-State Report on Public Education and Black Males,” “A
Call for Change” by the Council of the Great City Schools, and “We Dream a World” a 2025
campaign for Black Men and Boys. The academic data illustrating achievement issues
include:
1. “Less than half of Black male students graduate from high school on time, although
many eventually complete a GED.”
2. “In 2008, 4.6 million Black males had attended college, but only half graduated.
Nationally, only 11 percent of Black males complete a bachelor’s degree.”
3. “Black and Hispanic males constitute almost 80 percent of youth in special
education programs.”
4. “Black boys are three time more likely to be suspended or expelled from school than
their White peers, missing valuable learning tie in the classroom.”
The author notes a successful high school that has a significant African American male
population with a graduation rate greater than 65%. The staff at this high school highlights
their student-centered strategies that turned their school around:
1. School leadership
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2. Male empowerment sessions
3. Culturally responsive school

APA Citation of Source 2: Outline of an Academic Journal Article on Culturally

Relevant (or Responsive) Teaching
Ford, B., Stuart, D., & Vakil, S. (n.d.). Culturally Responsive Teaching in the 21st Century
Inclusive Classroom, The Journal of International Association of Special Education, 15(2).

Answer the following question in outline form: What are the principles of culturally
relevant teaching as argued by one of the sources in D2L Module 2 or another source of
your choosing that illustrates culturally relevant teaching? (Note: Use the titles of the
section headings, topic sentences of the paragraphs in the sections, and the author
examples used in the sections to develop a descriptive outline)

a) Credibility of the author (1-2 sentences at most)

The authors of this article are professors at the University of Akron specializing in
Curricular and Instructional Studies. Ford is also a published author of the professional
book, “Creating Successful Learning Environments for African American Learners with
Exceptionalities.”

b) Outline of Academic Journal Article on Culturally Relevant Teaching

I. The Need for Culturally Responsive Pedagogy

A. Enhancing the learning experience of students by focusing on their cultural knowledge,

prior experiences, frames of reference and performance styles.
B. Behaviors in the classroom, especially within African American males, are often
misinterpreted as behavior problems rather than cultural differences.

II. Teacher Efficacy for Culturally Responsive Pedagogy

A. A failure amongst teachers is the “color-blind” concept, meaning all students are taught
the same way. Differences in culture, background, and experiences are often ignored.
B. Efficacy in teachers is enhanced once they are aware of their own cultural socialization
and the impact it has on their attitudes and behaviors within the classroom.

III. Creating Inclusive Learning Environments

A. Opportunities should be given to all students to participate in learning activities that

respond to their learning needs, strengths, and preferences.
B. Differentiated instruction allows for students to all reach success through different
paths. Instructional concepts that optimize learning are through: content- the knowledge
and skills students need to master, process- the activities used to engage students in
content, and product- method used to demonstrate student learning

IV. Implementing Culturally Responsive Strategies in the Inclusive Classroom

A. Storytelling, cooperative learning, visual supports and movement are considered

culturally informed techniques compatible to learner’s needs.
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B. Decisions about instruction should be flexible, grouping arrangements should be made
and student choice should be allowed. New instruction should be supported through
various delivery modes such as demonstrations, modeling, and visual representations.

APA Citation of Source 3: First Academic Resource on Culturally Relevant (or

Responsive) Teaching
(Note: Choose a resource that is specific to your teaching licensure area or areas)
New York State Education Department (Ed.). (2015). Culturally Responsive Instruction through
Technology. Retrieved from http://www.nysed.gov/edtech/culturally-responsive-instruction-
through-technology

a) Credibility of the author/resource (1-2 sentences at most)

The New York State Education Department is responsible for the supervision for all public
schools in New York and all standardized testing.

b) What are some concrete, practical teaching strategies that this source can offer to help
you be culturally responsive to learners? (Note: List 5-6 strategies from this source in
concrete, succinct bullet points!!)

 Personalized learning to meet the needs of individual students. For example,

keyboarding instruction allows personalization in wpm and accuracy for each
lesson.
 Reach out to student’s families and keep them updated what is happening in the
classroom.
 Develop lesson plans that build upon students’ cultural background and
experiences.
 Involve community-based topics and/or community members for classroom
projects.
 Provide opportunities for students to make decisions/choices within the classroom.
APA Citation of Source 4: Second Academic Resource on Culturally Relevant (or
Responsive) Teaching
(Note: Choose a resource that is specific to your teaching licensure area or areas)
Muniz, J. (2019). Culturally Responsive Teaching. Retrieved from
https://files.eric.ed.gov/fulltext/ED594599.pdf

a) Credibility of the author/resource (1-2 sentences at most)

Jenny Muniz works at New America for the Education Policy program as a senior program
associate. She researches and reports on policies and practices in relation to educational
equity, culturally responsive education, English learners, inclusive curricula, and pipelines
for teachers of color.

b) What are some concrete, practical teaching strategies that this source can offer to help
you be culturally responsive to learners? (Note: List 5-6 strategies from this source in
concrete, succinct bullet points!!)

 Create high expectations for all students.

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 Recognize and address issues within the classroom.
 Promote respect for differences within students.
 Reflect on one’s cultural lens.
 Bring real-world issues into the classroom.