“But We Treat Them All the Same”: Cultural Blindness in a Highly Performing, Predominantly Hispanic Southwestern U.S. High School

• In Event: Fostering Culturally Relevant and Appropriate Learning Environments for Diverse Learners

Abstract

This paper draws on the literature and empirical findings to examine the tensions and dilemmas of educating increasingly diverse students in the midst of high-stakes accountability, common core curriculum standards, and Southwestern U.S.-Mexico border politics. In this Southern Arizona school along the U.S.-Mexico border, a well-intentioned leader and teachers constructed an educational environment more conducive to the dominant cultural habitus than cultural identity. We argue that school leaders must develop the knowledge and skills to foster educational environments beyond the dominant cultural habitus that support all children’s academic achievement and cultural identities. The paper concludes with implications for leadership that challenges the status quo with culturally responsive teaching and learning in schools.

Authors

• Rose M. Ylimaki, The University of Arizona

• Lynnette Brunderman, University of Arizona

• Lisa Fetman, University of Arizona

• Erin Matyjasik, The University of Arizona

• Jeffrey V. Bennett, The University of Arizona