Can Virtual Instruction Be Culturally Responsive? Novice Urban Teachers' Pedagogy When Teaching Online

• In Event: Equity for Urban Students: Novice Teachers' Efforts to Virtually Impact Learning During the COVID-19 Pandemic

Abstract

Objectives
• To explore first and second year teachers’ perceptions of their ability to use culturally responsive pedagogy in a virtual environment.
• To identify the nature of culturally-responsive instruction evident in novice urban teachers’ online practices.
Theoretical Perspective
The theoretical foundation of this inquiry draws on a blending of culturally-relevant teaching (Ladson-Billings, 2001; 2014), culturally-responsive pedagogy (Gay, 2004, 2010), and equity-oriented practices inclusive of the identities of all learners (Muhammad, 2018). In research examining culturally-responsive pedagogy and online instruction, Lawrence (2017) found overlaps between Dipietro, et al’s (2008) depictions of best practice in online teaching and Gay’s framework for culturally-responsive pedagogy (Gay, 2000). High-school teachers working in an online environment in Lawrence’s study engaged in frequent dialogue with their students, used diverse strategies to build relationships and a classroom community, and adapted instruction to meet learner needs and to make learning meaningful. However, CRP elements such as drawing on students’ culture and scaffolding students’ ability to identify inequities and advocate for themselves or their communities was not evident.
Method and Data Sources
This qualitative inquiry focused on data collected during the spring pandemic of 2020, when urban school districts in a large southeastern state had closed for in-person instruction. An urban research institution, with a commitment to preparing teachers to be able to meet the needs of underserved students in high-needs urban schools, contacted graduates completing their first and second year of teaching in seven metropolitan area school districts. Thirty-nine novice teachers agreed to participate in a 45 minute interview about their experience teaching virtually and their ability to use culturally-responsive instruction in this environment. Transcripts of the data were analyzed (a) using a constant comparative approach (Corbin & Strauss, 2008) to identify themes in educators’ perceptions of their ability to use CRP virtually and (b) by drawing on aprior codes of caring, communication, curriculum, and instruction, as found in Gay’s framework (see figure 1.1) and as used in Lawerence’s study of CRP in online teaching (Lawerence 2017, 2020).
Results
Preliminary findings of graduates’ perceptions of their ability to use CRP indicate novice teachers felt they were successful at teaching online in culturally responsive ways. Communication with students and parents became individualized and frequent as a result of the educators’ efforts to engage learners effectively. Many teachers made explicit connections to real-world issues, adapting lessons to materials available in children’s homes. Difficulties related to technology availability varied widely across districts as did access to resources for troubleshooting difficulties students and families were having. Analysis of specific CRP elements that were or were not present continue at this time.
Significance
Institutions strive to understand the degree to which their graduates make use of their preparation to use culturally responsive pedagogy. This research provides detailed examples of graduates’ beliefs of their own self efficacy at using CRP in an emergency shift to remote instruction, and indicates areas of strengths and challenges when transferring CRP from teacher preparation programs to an online environment when teaching.

Author

• Ruchi Bhatnagar, Georgia State University