Investigating the Intersection of Race and Histories in the Classroom

• In Event: Roundtable Session 20
  In Roundtable Session: Action Research: Pathway to Personal Growth, Cultural Awareness, and Quality Mentoring

Abstract

In this practitioner research study, a social studies teacher examined the intersection between his students’ race/ethnicity and their experiences learning history. Using the theory of culturally relevant pedagogy as a lens, this study employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from his non-White students. The results showed that the teacher’s attempt to use culturally relevant pedagogy had a positive impact on his non-White students, but it also could be improved with a greater inclusion of more ethnic and racial histories and examinations of U.S. history from foreign perspectives. This study highlights the importance of White teachers in listening to the voices of their non-White students when planning instruction.

Author

• Christopher C. Martell, Boston University