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Abstract Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students’ experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors’ perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors’ hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students’ informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers.
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Advancing culturally relevant pedagogy in college chemistry
Abstract There is increasing emphasis on incorporating complex global challenges such as sustainable development and environmental justice in college chemistry instruction. Addressing these issues requires a community of engaged citizens who are empowered to enact change in their communities and value diverse perspectives. Culturally relevant pedagogy (CRP) is a framework that may support college chemistry faculty in integrating these social justice aims while also advancing equity within their own classrooms. However, college chemistry instructors’ knowledge and implementation of CRP remains understudied. This research explores how college chemistry instructors (n = 6) from different institutions across the United States describe and operationalize CRP. Thematic analysis of semi-structured interviews indicates that the instructors in this study are flexible in their teaching approach, cultivate a classroom community of collaboration and belonging, and affirm that all students can be successful in chemistry. These practices are foundational elements of CRP, but they must also be coupled with knowledge of students’ cultural backgrounds and awareness of sociopolitical issues that impact students. A framework that considers the context of college chemistry is proposed to support instructors’ adoption of all of the tenets of CRP. Future work will further develop and examine the use of our framework for chemistry faculty development.
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- PAR ID:
- 10575314
- Publisher / Repository:
- De Gruyter
- Date Published:
- Journal Name:
- Chemistry Teacher International
- ISSN:
- 2569-3263
- Subject(s) / Keyword(s):
- culturally relevant pedagogy faculty development community cultural wealth social justice
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1515/cti-2024-0086
