Addressing Diversity in

Schools: Culturally
Responsive Pedagogy

http://www.nccrest.org/Briefs/Diversity_Brief
.pdf
Three Dimensions of Culturally
Responsive Pedagogy

Personal
The cognitive &
emotional processes
teachers must engage in to
become culturally
responsive

Instructional
Institutional
Includes materials,
Reflects the
strategies, and activities
administration and its
that form the basis of
policies and values
instruction
The Personal Dimension:
How Do Teachers Become Culturally Responsive?

1. Engage in reflective thinking and writing

2. Explore personal and family histories
3. Acknowledge membership in different groups
4. Learn about the history and experiences of diverse
groups

(cont.)
The Personal Dimension:
How Do Teachers Become Culturally Responsive?

5. Visit students families and communities

6. Visit or read about successful teachers in diverse
settings
7. Develop an appreciation of diversity
8. Participate in reforming the institution

(Gay, 2002; Villegas& Lucas, 2002)

The Institutional Dimension:
What Must the Educational System Do?

Organization of the schoolThis includes the

administrative structure and the way it relates to
diversity, and the use of physical space in planning
schools and arranging classrooms.

(Cont.)
The Institutional Dimension:
What Must the Educational System Do?

School policies and proceduresThis refers to those

policies and practices that impact on the delivery of
services to students from diverse backgrounds.

(Cont.)
The Institutional Dimension:
What Must the Educational System Do?

Community involvementThis is concerned with the

institutional approach to community involvement in
which families and communities are expected to find
ways to become involved in the school, rather than the
school seeking connections with families and
communities

(Little, 1999)
The Instructional Dimension:
How Does Instruction Become Culturally Responsive?

1. Acknowledge students differences as well as their

commonalities
2. Validate students cultural identity in classroom
practices and instructional materials
3. Educate students about the diversity of the world
around them
4. Promote equity and mutual respect among students
5. Assess students ability and achievement validly

(Cont.)
The Instructional Dimension:
How Does Instruction Become Culturally Responsive?
6. Foster a positive interrelationship among students, their
families, the community, and school
7. Motivate students to become active participants in their
learning
8. Encourage students to think critically
9. Challenge to strive for excellence as defined by their potential
10. Assist students in becoming socially and politically conscious

(Banks& Banks, 2004; Gay, 2000; Ladson-Billings, 1994; Nieto,

1999)
http://www.nccrest.org/Briefs/Diversity_Brief.pdf

National Center for Culturally Responsive

Educational Systems
Arizona StateUniversity POBOX872011 Tempe,

Arizona85287-2011
Phone: 480.965.0391 Fax: 480.727.7012 Web:

www.nccrest.org
Funded by the U. S. Department of Education

Office of Special Education Programs Award No.

H326e020003 Project Officer: Grace Zamora Duran