A Culturally Relevant Pedagogical Approach to Mitigating Inequities in the Education of Marginalized Third–Fifth Graders During the COVID-19 Pandemic

• In Event: Enacting Equity-Focused, Student-Centered Pedagogy in Virtual Learning Environments

Abstract

Theoretical framework. What is lost in calls for equity in the shift to virtual learning in response to COVID-19 is a conversation on the ways traditional schooling, online or in-person, often fails marginalized students. Research has found culturally relevant pedagogy (CRP) can support students of color in meaningful ways (Aronson & Laugher, 2016). A five-week literacy and cultural experience summer program, Freedom Schools rely on CRP methods and materials to empower students, families, and communities. Entering its 3rd decade, students who participate in the program report positive academic outcomes, including increased motivation and efficacy (Taylor, Medina, & Lara-Cinisomo, 2010).

Study objectives. There is currently no existing research data on educational stakeholders’ experiences with Freedom School practices on the virtual platform. As such, this study aims to answer the following research questions. (1) To what extent are culturally relevant practices feasible on a virtual platform within the Freedom School framework. (2) If feasible, what are the strategies that can be used to successfully facilitate practices?

Data sources. UVA’s Center for Race and Public Education conducted a virtual Freedom School for 70 elementary school students (3rd-5th graders) in the summer of 2020. Hosted in partnership with local school districts, this virtual program served students identified by teachers, parents, and school administrators who struggled with reading skills and/or exhibit a disillusionment with schooling practices. Data includes video recordings of virtual teaching sessions, guided interviews with Servant Leader Interns (SLIs) (Freedom School teacher), and student work samples.

Methods. We use thematic analysis (Marshall & Rossman, 2016), including the inductive and deductive qualitative data analysis approach of template analysis (King, 2012). We employ Lincoln and Guba's (1985) principles for establishing trustworthiness in qualitative work, triangulate multiple sources of data, search for disconfirming evidence, member checking, and employing inter-coder reliability (Marshall & Rossman, 2011).

Results. Four preliminary themes emerged. First, SLIs needed to create a collaborative space for students, which they accomplished by explicitly discussing student agency to shape the learning process. Second, SLIs highlighted the need for formalized “small talk,” allocating instructional time for simple conversation to build relationships. Third, SLIs stressed the importance of virtual breakout rooms to create “mini-collaborative spaces.” Break-out rooms provided students an opportunity to be leaders and solidify relationships. Lastly, SLIs pointed to the importance of attending to students’ developmental needs within an online platform. For example, 5th-grade students were much more adept at unmuted classroom discussions whereas 3rd-grade students required muting and unmuting students and virtual hand-raising.

Scholarly significance. Little of the current research on CRP examines its utility on a virtual platform. Considering the disruptions caused by COVID-19 and the shift to online learning within a social context that increasingly relies on online platforms, it is important to examine teacher practices that can reproduce the central tenets of CRP on an online platform. Therefore, this study examines the SLI practices that are conducive to CRP. Findings can inform teacher practice in online and virtual classrooms to create meaningful learning spaces for students.

Authors

• Abigail Akosua Amoako Kayser, California State University - Fullerton

• Johari Harris, University of Virginia

• Jennifer Suzanne Darling-Aduana, Georgia State University

• Christen Nance Edwards, University of Virginia