Examining the Culturally Responsive Practices of White Female Secondary Science Teachers Through Critical Race Theory

• In Event: Intersection of Social Activism, Community and Teacher Engagement in Implementing Culturally Relevant Science Curriculum

Abstract

Scholars have empirically examined and rigorously developed various strategies to reach students of color (i.e. Culturally Relevant Pedagogy). CRP is the pedagogical, content, and cultural knowledge a teacher exhibits. CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. This study examined how teachers make sense of their own racial selves in relation to teaching students of color. Findings revealed that: (1) teachers’ explicit confrontation with/of “otherness” as White female teachers and their critical awareness of societal influences presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers’ awareness of explicit and implicit power structures influenced their beliefs and instructional practices.

Authors

• Patricia S. Morgan, Fayette County Board of Education

• Kadir Demir, Georgia State University