Classroom Cultures
Equitable Schooling for Racially Diverse Youth

Michelle G. Knight-Manuel (Author), Joanne E. Marciano (Author)

9780807759561

Paperback / softback, published 26 November 2018

160 pages
22.6 x 15.4 x 0.7 cm, 0.23 kg

This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Chapters include vignettes and questions to help readers reflect on their own experiences and perspectives.

• Contents
• Foreword H. Richard Milner IV ix
• Acknowledgments 
  xi
• 1. 
  Introduction 
  1
• Why Is Change Necessary? 
  3
• What Is Culturally Relevant Education? 
  4
• Moving to Shared Understandings of CRE and Culture 
  7
• Understanding Culture in Culturally Relevant Education 
  8
• Research Study 
  10
• Overview of the Contents—
  CRE: What Does It Look Like in Practice? 
  12
• 2. 
  Understanding Teachers’
  Racial Identities, Experiences, and Culturally Relevant Pedagogical Practices 
  14
• Everyday Practices in Context 
  19
• Inquiry Focus #1: Reflecting on Identities 
  20
• Inquiry Focus #2: Examining Experiences 
  24
• Connection to Classrooms, School Culture, and College Access 
  31
• Conclusion 
  34
• 3. 
  Challenging Stereotypes, Supporting Students’
  Strengths 
  36
• Everyday Practices in Context 
  37
• Inquiry Focus #1: Challenging Singular Notions About Culturally Diverse Youth 
  39
• Inquiry Focus #2: Challenging Stereotypes to Understand Assets 
  41
• Inquiry Focus #3: Creating More-Equitable Educational Practices 
  45
• Connecting to Classrooms, School Culture, and College Access 
  46
• Conclusion 
  49
• 4. 
  Building Productive Teacher–
  Student Relationships: Constructing New Academic Practices 
  52
• Everyday Practices in Context 
  54
• Inquiry Focus #1: Reflecting on Relationships with Teachers 
  57
• Inquiry Focus #2: Learning from Multiple Identities 
  61
• Inquiry Focus #3: Examining Existing Pedagogical Practices 
  62
• Connecting to Classrooms, School Culture, and College Access 
  63
• Conclusion 
  67
• 5. 
  Facilitating Culturally Relevant Peer Interactions: Building on Youth’
  s Relationships with Peers 
  69
• Everyday Practices in Context 
  70
• Inquiry Focus #1: Reconsidering Youth’
  s Interactions with Peers 
  72
• Inquiry Focus #2: Enacting Strengths-Based Perspectives of Youth Peer Groups 
  77
• Inquiry Focus #3: Facilitating Youth’
  s Culturally Relevant Peer Interactions  
  81
• Connecting to Classrooms, School Culture, and College Access 
  83
• Conclusion 
  86
• 6. 
  College Talk: Challenging Racial Assumptions and Inequities 
  88
• Everyday Practices in Context 
  90
• Inquiry Focus #1: Examining College Talk 
  92
• Inquiry Focus #2: Enacting Culturally Relevant College Talk  
  95
• Connecting to Classrooms, School Culture, and College Access 
  102
• Conclusion 
  105
• 7. 
  Conclusion 
  107
• Recommendations for Educators 
  108
• Recommendations for School Leaders 
  114
• Looking Ahead 
  117
• Appendix A: Number and Roles of CRE-PD Participants 
  119
• Appendix B: CRE Indicators and College Readiness 
  125
• Appendix C: Methodology 
  127
• References 
  131
• Index 
  139
• About the Authors 
  147