The role of culturally responsive math teaching within adolescent students' bio-ecological systems
Date
2022
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Publisher
University of Delaware
Abstract
Current literature suggests that culturally responsive teaching practices are key to building students’ academic interests, confidence, and achievement. These effects are especially true for racially and ethnically minoritized students. However, few quantitative studies have examined student self-reported experiences with culturally responsive teaching in middle school and high school. Using a QuantCrit methodology, this study positioned middle and high school students’ (n=186) culturally responsive teaching experiences within a bio-ecological systems framework to explore the following: 1) whether culturally responsive teaching in math class predicts math engagement, and 2) if culturally responsive teaching is associated with interpersonal relationships at school. Additionally, using the bio-ecological systems framework, this study explored what a Professional Learning Partnership offered to facilitate the extent to which students received culturally responsive teaching in math class. Specifically, data came from a longitudinal study on Professional Learning Partnerships, in which school districts formed coalitions with organizations to improve curricula and teacher professional learning. ☐ In sum, results did not demonstrate a significant relationship between culturally responsive teaching and engagement. However, there was a positive association with interpersonal relationships at school. Further analysis of the Professional Learning Partnership’s goals delineated their emphasis on supporting teachers with instructing emerging bilingual students through culturally responsive strategies. Such strategies included facilitating family engagement in school, providing teachers with professional learning modules on supporting emerging bilingual students, and creating peer support networks for teachers. The findings of this study may impel researchers and policymakers involved in education to utilize a bio-ecological systems perspective in evaluating the trajectory of culturally responsive teaching.
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Keywords
Adolescence, Bio-ecological systems theory, Culturally responsive teaching, Mathematics education