“I Ask Different Questions Now”: Teacher Perspectives on Family/Community Engagement in Culturally Sustaining Pedagogy

• In Event: Teacher Perspectives on Culturally Based Teaching

Abstract

Student populations are increasingly diverse in the U.S. yet many teachers continue to use family engagement structures that reflect only the historically dominant culture. This study examines a district-wide professional development program in Culturally Sustaining Pedagogy (CSP) to remedy this inequity. Researchers used a grounded-theory approach on survey and interview data to analyze teachers’ perspectives regarding the family and community partnership component of CSP training. Teachers reported shifts in mindsets that led to deeper, bi-directional learning relationships and more inclusive engagement strategies such as home visits, two-way translated text communication with families, and student-led conferences. This study highlights how in-service training in CSP can transform teacher practices and deepen partnerships with families and communities.

Authors

• Russell Carlock, Albemarle County Public Schools

• Abigail Akosua Amoako Kayser, James Madison University

• Chris K. Chang-Bacon, University of Virginia