A Quantitative Measure to Advance Asset-Based Pedagogies With Historically Marginalized Youth

• In Event: Relationality, Engagement, and Asset-Based Pedagogies

Abstract

Abstract
Currently, qualitative research on the academic impact of asset-based pedagogies with historically marginalized students is extensive. However, research is limited in quantitative studies that examine teacher critical awareness and its connection to minoritized student academic achievement. This study examines teacher use of asset-based pedagogy (ABP) shares a fundamental belief that teachers who possess an understanding of the sociohistorical influences on historically marginalized students’ trajectories (critical awareness) are better able to (1) build on their students’ prior knowledge (cultural knowledge), (2) incorporate materials and practices that validate students’ culture into their instruction (cultural content integration and language), and (3) engage in fewer practices that communicate perceived deficiencies in their students due to their group membership (microaggressions).

Authors

• Norma I. Gonzalez, Tucson Unified School District

• Francesca Lopez, The University of Arizona

• Tamela Ciara Thomas, University of Arizona

• Alexei Marquez, The University of Arizona