An Integrative Review of Culturally Relevant Education in K–12 Across Developmental and Academic Domains

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

Research on diversity in education often recommends increasing the number of teachers of color in order to help reduce the educational achievement gap between White children and children of color. However, many children will continue to experiencing culturally incongruent interactions and learning in their school unless broader action is taken to promote the practice of culturally relevant and responsive education (CRE) among all educators. This integrative literature review consolidated recent large-scale research on CRE and its impact on academic, social-emotional and health outcomes for students in K-12. Findings suggest substantial support for CRE across domains and developmental periods. Opportunities for future research to explore are also discussed.

Author

• Sheniqua Jeffrey, Fordham University