Validating Student Identities Through Culturally Responsive Curriculum

• In Event: Developing Culturally Responsive Curriculum in Higher Education in Challenging Times

Abstract

Post-secondary enrollment has increased since its decline in 2020. As enrollment rises, student demographics become more culturally distinct (Hutchison & McAlister-Shields, 2020). These cultural differences call for educators who are equally different and committed to delivering a high-quality education, one that prioritizes not only student learning outcomes but also how the classroom environment, teaching styles, and curriculum shape these outcomes. Course preparation and design play a critical role in fostering a healthy space for personal and professional growth. They also communicate intentionality to students, signaling that their learning experience has been thoughtfully crafted with their needs and learning preferences in mind (Larke, 2013). Educators who fail to affirm students' multiple identities through their course design and instruction risk missing valuable opportunities to fully educate and empower the next generation of leaders, doctors, architects, counselors, and more. Incorporating a culturally responsive curriculum affirms students’ identities, fostering a sense of belonging and safety that enables them to engage more deeply in their learning. In this session, we will discuss the importance of validating student identities and various pedagogical practices, approaches, theories, and frameworks that exist to support educators in creating culturally responsive curricula. In particular, we will share more about the benefits of a collective narrative practice (Shevellar, 2015), multicultural education, and social justice practices (Larke, 2013), and cultural humility (Duntley-Matos, 2014). We will also provide discussion questions to encourage the application of these theories.

Authors

• V Simone May, Florida State University

• Sarah Fucillo, Lindsey Wilson College

• Patrick Murphy, Lindsey Wilson College