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Does Culturally Relevant Teaching Work? An Examination From Student Perspectives

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  • Christy M. Byrd

Abstract

Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions of classrooms that vary in the amount of culturally relevant practices. The sample was 315 sixth- through 12th-grade students sampled from across the United States (62% female, 25% White, 25% Latino, 25% African American, and 25% Asian) who completed surveys of their experiences of culturally relevant teaching, cultural socialization, opportunities to learn about other cultures, and opportunities to learn about racism. Elements of culturally relevant teaching were significantly associated with academic outcomes and ethnic-racial identity development. The findings provide support for the effectiveness of culturally relevant teaching in everyday classrooms.

Suggested Citation

  • Christy M. Byrd, 2016. "Does Culturally Relevant Teaching Work? An Examination From Student Perspectives," SAGE Open, , vol. 6(3), pages 21582440166, July.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016660744
    DOI: 10.1177/2158244016660744
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    References listed on IDEAS

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    1. Christy M. Byrd, 2015. "The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(1), pages 10-21, January.
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    Cited by:

    1. Chonika Coleman-King & Valerie Adams-Bass & Keisha Bentley-Edwards & Duane Thomas & Celine Thompson & Ali Michael & Gwendolyn Miller & Bianka Charity-Parker & Howard Stevenson, 2021. "Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics," Social Sciences, MDPI, vol. 10(3), pages 1-21, March.
    2. Seanna Leath & Noelle Ware & Miray D. Seward & Whitney N. McCoy & Paris Ball & Theresa A. Pfister, 2021. "A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators," Social Sciences, MDPI, vol. 10(1), pages 1-29, January.

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