Culturally Responsive Teaching and Latino Ethnic Identity

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Abstract

This study examined relationship between teachers’ beliefs about four distinct domains of culturally responsive teaching (CRT) and Latino students’ (grades 4 through 8) ethnic identity. Preliminary results suggest that the degree to which teachers incorporate culturally relevant materials and use Spanish in instruction appears salient to students’ in-group ethnic identity, whereas, teachers’ high expectations appear to promote other-group identity. In examining the moderating effect of generational status, the slope for teacher expectations was stronger for both in-group and other-group ethnic identity for first generation students; the slopes for both synthesis and language were stronger for in-group and other-group ethnic identity for second generation Latino students. Preliminary results suggest CRT is critical for teachers to be successful with Latino students.
 

Author

• Francesca Lopez, The University of Arizona