Culturally Relevant, Motivating Instruction: Toward an Integration for Enhancing the Motivation of Racially and Ethnically Diverse Learners

• In Event: The Intersection and Integration of Motivation and Multicultural Theories in Education Research

Abstract

Purpose

A significant goal of the research on motivating instruction focused on autonomy support, mastery goal structures, and supporting expectancies and values is to help teachers create vibrant learning communities in which all students can experience optimal motivation (Ames, 1992; Eccles & Wigfield, 2020; Ryan & Deci, 2017). Though laudable, the theoretical and practical contributions from motivation theories have come under some scrutiny as this work does not adequately acknowledge the racialized and cultural experiences of students of color (DeCuir-Gunby & Schutz, 2014). Multicultural theories, such as culturally relevant and responsive education (CRRE), can be integrated in research on motivating instruction, given the many shared assumptions (Kumar et al., 2018).

The purpose of this first presentation is to (1) provide a theoretical overview of self-determination theory, achievement goal theory, and expectancy value theory, (2) discuss the overlap and divergences between these motivation theories and CRRE, (3) propose how motivation theories and multicultural theories can be integrated in research and practice. To illustrate this, we will discuss how autonomy supportive instruction (ASI) can be integrated with CRRE.

Theoretical Framework

Informed from self-determination theory, ASI describes an interpersonal style that takes the perspective of the student, considering their thoughts, values, and perspectives to guide behavior and encourage the students’ subjective experience of having volition (Patall & Zambrano, 2019). Practices that support autonomy include providing opportunities for making choices and understanding and incorporating student perspectives and interests into activities.

CRRE involves a commitment to collective empowerment and social justice in education (Ladson-Billings, 1995). CRRE instructional practices include: bridging cultural referents to academic skills and concepts, promoting cultural competence, engaging students in critical refection, and critiquing discourses of power (Aronson & Laughter, 2016).

Methods and Findings

In creating this conceptual integration between ASI and CRRE, we considered the areas of overlap and divergence (see Figure 1) and reflected on the CRRE literature and what it might mean for each autonomy supportive practice to be implemented in a way that takes an asset-based perspective and honors students’ ways of knowing, being, and existing in a learning environment. As shown in Table 1, each instructional practice can be considered in light of the goals and suggestions from CRRE scholars. For example, an autonomy supportive recommendation involves being open to student questions of tasks, activities, and concepts, but a culturally conscious autonomy supportive approach could extend this practice to being open to student questioning and criticism of broader sociopolitical discourses and conceptions of scholarly truth. Many other motivating practices can be extended in similar ways.

Discussion

With the addition of CRRE, this integrated culturally conscious approach may be more comprehensive in supporting the motivation and success of all students, especially those from groups who have been marginalized. In this discussion of reimagining motivational constructs to convey the experiences of culturally diverse students, we encourage scholars to continue to think about the overlap between multicultural theories and other motivation theories, including expectancy-value theory (Priniski & Thoman, 2020) and achievement goal theory (Zusho & Clayton, 2011).

Authors

• Jeanette Zambrano, University of Southern California
  Presenting Author

• Erika A. Patall, University of Southern California
  Non-Presenting Author