Exploring Associations Among Teachers’ Culturally Sustaining Pedagogical Practices and Students’ Adjustment

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Centering Culture in Adolescent Social and Academic Development (Table 4)

Abstract

Culturally Sustaining Pedagogy (CSP) recognizes the strengths and funds of knowledge students from ethnic-racial minoritized backgrounds possess and incorporates these into the classroom (Alim & Paris, 2017). The current study examined whether high school students’ (N = 148; Mage = 14.03, SD = 0.84) reports of their teachers’ engagement in CSP were associated with students’ ethnic-racial identity (ERI), psychological outcomes, and academic adjustment. We also tested whether these associations would be moderated by students’ ethnic-racial minoritized/White backgrounds. Using multigroup path analysis, we found that teachers’ CSP was positively associated with ERI achievement, ERI public regard, socioemotional competencies, other group orientation, academic engagement, academic efficacy, and school belonging. Ethnic-racial background did not moderate these associations.

Authors

• Mamfatou Baldeh, Harvard University

• Megan Satterthwaite-Freiman, Harvard University

• Michael R. Sladek, University of Oklahoma

• Stefanie Martinez-Fuentes, University of Arizona

• Adriana J. Umaña-Taylor, Harvard University