Unveiling the Potential of Culturally Relevant Pedagogies in Reducing Ethnic-Racial Disparities: A Quantitative Examination in the Brazilian Educational Landscape

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Research on Culturally Competent Pedagogy and Culturally Competent Institutional Practices (Table 14)

Abstract

In many countries, persistent ethnic-racial disparities in educational outcomes raise concerns. In this context, several studies consistently highlight culturally relevant pedagogies (CRPs) as a promising educational framework for unlocking the potential of marginalized students. However, quantitative evidence on the mechanisms through which CRPs can help promote ethnic-racial equity is limited. The few quantitative studies available primarily concentrate on assessing the effects of single-discipline interventions on measures of academic success and psychological adjustment within the American context. This study aims to expand the available evidence by investigating, through linear regressions and hierarchical linear modeling, the mechanisms that might play a role in reducing ethnic-racial educational disparities in the context of school-wide approaches to CRPs in Brazil.

Author

• Julia Callegari, Northwestern University