Longitudinal Exploration of Teachers’ Culturally Sustaining Pedagogy after Training and then Delivering Ethnic-Racial Identity Curricula

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching Beyond the Formula: Culturally Responsive Approaches to STEM and Student Success

Abstract

Culturally sustaining pedagogy (CSP) is an approach to teaching and learning that values and sustains students’ identities, cultures, and communities within broader systems of social stratification; yet, little is known about how teachers move toward transformative CSP. This qualitative study employed longitudinal reflexive thematic analysis to explore how 14 high school teachers (13 White, 1 Teacher of Color) changed in their CSP understanding, praxis, and self-efficacy across 16 months during which they were trained on and implemented an ethnic-racial identity curriculum. Five profiles of CSP change were identified: Transformative Change, Progressive but Nascent Change, Surface-level but Symbolic Change, Interested and Engaged but Limited Change, and Negligible Change and Affirmed in their Practice.

Authors

• Megan Satterthwaite-Freiman, Harvard University

• Adriana J. Umaña-Taylor, Harvard University

• Guicheng Tan, Harvard University

• Sophie Hölscher, Martin Luther University Halle-Wittenberg

• Ishani Parekh, University of Oxford

• Keshav Bhatt, Self-employed

• Shoba Ramanadhan, Harvard University