Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools

Abstract

The purpose of this paper is to describe the theory of culturally relevant pedagogy (CRP) and itsapplication to PK-12 education for behavior analysts working in schools. CRP is an educationalframework that asserts that successful teachers of African American students help their studentsgain three repertoires: a) socio-political awareness, b) cultural competence, and c) academicexcellence. The CRP framework was designed to counter the effects that racial bias has on theacademic and disciplinary experiences of some students of color. This paper suggests thatapplied behavior analysis and CRP, when used together, may strengthen educators’ efforts toreduce the effects of racism that some students of color experience. The authors first explain thetenets of CRP based on the work of Ladson-Billings (1995). Next, points of convergencebetween ABA and CRP are described. Finally, the authors offer recommendations for behavioranalysts to consider when applying CRP in schools through the provision of examples ofstrategies and tactics derived from the behavioral literature that align with the CRP framework.The framework presented in this paper has implications for behavior analysts interested inapplying culturally relevant practices to their work as educators.

An investigation into pathway preparation and student motivation

“…The Remix," educational researcher Gloria Ladson-Billings articulates a phenomenon long researched and documented in the fields of educational curriculum design and pedagogical studies, specifically how schools serve as places where students whose families are not members of the dominant socioeconomic group have their home cultures and cultural assets suppressed rather than expanded upon in the academic preparation for real-world success (Berry & Candis, 2013;Ladson-Billings, 2014;Yosso, 2005). Provided that students' cultural backgrounds and lived experiences are minimized in the process of academic knowledge construction and the traditional curriculum, it is unsurprising that these same students may feel alienated and disengaged from traditional schooling (Borck, 2020;Hugh-Pennie et al, 2022). Additionally, several studies on student engagement reveal that one of the most crucial elements in influencing student performance and productivity is the capacity to maintain a certain degree of personal interest in the classroom curriculum, sequencing, and activities (Deci & Ryan, 1987;Ryan & Deci, 2020;Fredricks et al, 2010;Sansone & Tang, 2021).…”

“…CSP suggests it has the potential to re-engage students who have historically been alienated in school (Blaisdell, 2023;Capper, 2022;Franks & Wan, 2022;Gershowitz;Hugh-Pennie et al, 2022).…”