Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Culture

• In Event: New Directions in Culture, Motivation, and Learning

Abstract

The overarching purpose of this presentation is to bridge the literature on achievement motivation with the research on culturally-responsive and -relevant education (CRRE). Specifically, by highlighting the points of intersection between these disparate, yet connected streams of research, we seek to demonstrate how the principles of motivation are instantiated in classrooms where teachers are more culturally sensitive and create an environment where cultural differences are appreciated and valued. To increase the practical relevance of our analysis and to promote further integration of motivational frameworks, we therefore consider the motivational processes of underrepresented, ethnically diverse students across the dominant social-cognitive theories of motivation (e.g., expectancy-value theory, achievement goal theory, self-determination theory, self-efficacy theory, and interest theory). We also use the research on CRRE as a roadmap to improve the cultural relevance of motivation research by dissecting areas of divergence. Indeed, a recurring theme of this presentation is that the CRRE community is much more focused on sociopolitical issues related to racism, power, and oppression than the research on motivation. We further contend that by juxtaposing the CRRE literature with the literature on achievement motivation, we may be better positioned to advance our understanding of how culture impacts learning, given that the CRRE literature is arguably more focused on how macro-level historical and sociopolitical issues impact the day-to-day schooling experiences of historically marginalized youth. By bridging these literatures, it is our intent to demonstrate that culture is not just “out there” in the macrosystem, but an integral part of the microsystems of all youth.

Authors

• Revathy Kumar, University of Toledo

• Akane Zusho, Fordham University

• Rhonda Suzanne Bondie, Harvard University