Classroom Cultures

This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. Classroom Cultures provides direct insight into the experiences, challenges, and successes of teachers and school leaders who were among more than 500 educators across 29 schools who engaged in professional development to better understand and implement culturally relevant educational practices. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Short vignettes incorporate the perspectives of teachers, counselors, administrators, and the authors as they collaborate and reflect on their own practices. Each chapter includes critical questions to help readers reflect on their own experiences and perspectives with a view to strengthening their commitment to equity.

Book Features:

• Makes visible the successes, challenges, and actual classroom practices of educators implementing culturally relevant pedagogies.
• Draws clear connections between considerations of equity, race, and culturally relevant pedagogies and classrooms, school culture, and college access.
• Provides critical inquiry-based practices for the ongoing professional development of educators working with diverse student populations across urban, suburban, and rural communities.

Michelle G. Knight-Manuel is an associate dean and professor of education at Teachers College, Columbia University, and a former middle school teacher and high school college advisor. Joanne E. Marciano is an assistant professor in the Department of Teacher Education in the College of Education at Michigan State University. Joanne previously taught secondary English for 13 years at a New York City public high school. They are coauthors of College-Ready: Preparing Black and Latina/o Youth for Higher Education—A Culturally Relevant Approach.

" Classroom Cultures is an important and useful volume not only for classroom practitioners and school administrators but for all individuals and organizations looking to improve their understanding of CRE and combat the notion of professional volunteerism in the field of education."

—Harvard Educational Review

"A beneficial resource for district, school, and teacher leaders committed to supporting students of Color in their schools. Knight-Manuel and Marciano’s text provides readers with substantial scaffolded learning opportunities across schooling contexts to build educator and schoolwide capacity for more equitable educational opportunities."

—Teachers College Record

“Using teacher vignettes, research studies, student artifacts and interviews, the authors effectively interlace theory, experience and plan of action in this a focused guide for any educator seeking direction in the field of culturally relevant education. Albeit a multifaceted issue, cultural relevance in the classroom is a necessary next step to equity in all schools for all students. Classroom Cultures is a valuable guide for the practice of culturally relevant pedagogy, and this reviewer will be keeping it close at hand.”

—Education Review /Reseñas Educativas

"Exceptionally well organized and presented, "Classroom Cultures" is an especially and unreservedly recommended addition to school district, college, and university library Teacher Education collections and supplemental studies lists."

—Library Bookwatch

"This book is a must-read for those of us in the fight for social justice. Grounded in theory and the established research, this work is a welcome addition to scholarship, written in ways that are accessible to real pre- and inservice practitioners—teachers, counselors, leaders, coaches, and social workers. Every teacher in teacher education—pre- and inservice—should read this book."
—H. Richard Milner IV, professor of education and Cornelius Vanderbilt Endowed Chair of Education, Vanderbilt University

“This book is focused on how stereotypes, cultural identity, and culturally relevant learning influence personal and professional practice. It embraces diversity while assessing what we believe about ourselves and ‘other’ people’s children. It confronts inequalities and charges us to implement the social justice work that it takes to eradicate the stigmas that prevent our students from achieving their highest potential. We cannot close the achievement gap and raise scores without first respecting the learner’s social–emotional experience. It challenges the disproportionate educational outcomes that impact our scholars today. The social justice work of this book is about examining our beliefs, sharing our vulnerability, and facing fear together to authentically implement culturally relevant pedagogy.”
—Maria Ortiz, principal, Newark Public Schools

“Knight-Manuel and Marciano provide a comprehensive yet deep portrait of what culturally relevant education can look like when teacher educators and K–12 practitioners effectively collaborate to design instruction and educational opportunities for minoritized youth. This book is timely and is a must-read for school leaders and educators who are looking to cultivate and sustain pedagogical practices rooted in critical self-reflection, youths’ lived experiences, and examinations of power and privilege. A beautiful weaving of theory and practice for educational change!”
—Dorinda J. Carter Andrews, associate dean for equity and inclusion, Michigan State University, and co-editor of the Journal of Teacher Education

Contents

Foreword H. Richard Milner IV ix

Acknowledgments xi

1. Introduction 1
Why Is Change Necessary? 3
What Is Culturally Relevant Education? 4
Moving to Shared Understandings of CRE and Culture 7
Understanding Culture in Culturally Relevant Education 8
Research Study 10
Overview of the Contents—CRE: What Does It Look Like in Practice? 12

2. Understanding Teachers’ Racial Identities, Experiences, and Culturally Relevant Pedagogical Practices 14
Everyday Practices in Context 19
Inquiry Focus #1: Reflecting on Identities 20
Inquiry Focus #2: Examining Experiences 24
Connection to Classrooms, School Culture, and College Access 31
Conclusion 34

3. Challenging Stereotypes, Supporting Students’ Strengths 36
Everyday Practices in Context 37
Inquiry Focus #1: Challenging Singular Notions About Culturally Diverse Youth 39
Inquiry Focus #2: Challenging Stereotypes to Understand Assets 41
Inquiry Focus #3: Creating More-Equitable Educational Practices 45
Connecting to Classrooms, School Culture, and College Access 46
Conclusion 49

4. Building Productive Teacher–Student Relationships: Constructing New Academic Practices 52
Everyday Practices in Context 54
Inquiry Focus #1: Reflecting on Relationships with Teachers 57
Inquiry Focus #2: Learning from Multiple Identities 61
Inquiry Focus #3: Examining Existing Pedagogical Practices 62
Connecting to Classrooms, School Culture, and College Access 63
Conclusion 67

5. Facilitating Culturally Relevant Peer Interactions: Building on Youth’s Relationships with Peers 69
Everyday Practices in Context 70
Inquiry Focus #1: Reconsidering Youth’s Interactions with Peers 72
Inquiry Focus #2: Enacting Strengths-Based Perspectives of Youth Peer Groups 77
Inquiry Focus #3: Facilitating Youth’s Culturally Relevant Peer Interactions  81
Connecting to Classrooms, School Culture, and College Access 83
Conclusion 86

6. College Talk: Challenging Racial Assumptions and Inequities 88
Everyday Practices in Context 90
Inquiry Focus #1: Examining College Talk 92
Inquiry Focus #2: Enacting Culturally Relevant College Talk  95
Connecting to Classrooms, School Culture, and College Access 102
Conclusion 105

7. Conclusion 107
Recommendations for Educators 108
Recommendations for School Leaders 114
Looking Ahead 117

Appendix A: Number and Roles of CRE-PD Participants 119

Appendix B: CRE Indicators and College Readiness 125

Appendix C: Methodology 127

References 131

Index 139

About the Authors 147