Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

Abstract

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

Antiracism Starts With Us: School Counselor Critical Reflection Within an Multitiered Systems of Support Framework

“…Similarly, research must explore how and whether professional development focused on self-awareness and antiracism is effective in dismantling racist policies, practices, and systems, and affirming students' culture (e.g., Carter et al, 2020). Research that incorporates instruments that measure school staff beliefs and practices (e.g., the Assessment of Culturally and Contextually Relevant Supports , Fallon et al, 2021) and qualitative research that captures the voices of those engaged in the change process, including school staff, families, and students, will add value to the field. Finally, we suggest extending research on what constitutes an evidence-based practice within MTSS.…”

Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways

“…Doing so can shift the focus in schools and instruction to challenging systematic barriers to self-determination (Scott et al, 2021). Given a large body of research suggests the effectiveness of evidence-based culturally responsive teaching practices (e.g., Fallon et al, 2022), this article focuses on how educators can implement the Self-Determined Learning Model Instruction (SDLMI) in culturally responsive ways to enable all students, particularly racially and ethnically marginalized students with disabilities, to enhance self-determination and related goal attainment outcomes by setting and working toward culturally responsive goals in general education classrooms.…”

A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts

“…Specifically, item stems were added to specific practices recommended in the systematic review (Fallon et al, 2012). For instance, the practice “greet students daily” (which was associated with the recommendation to increase positive interactions), became “Each day, I personally greet all of my students.” To ensure items reflected current literature, two follow-up systematic reviews were conducted (targeting instructional and behavioral support, respectively), extending the years of publications reviewed to 2020 (Fallon et al, 2021a, 2022). These subsequent reviews confirmed themes and recommendations found in the original study (e.g., include students’ culture in instruction, partner with families).…”

“…Culturally relevant and responsive practice have been linked to gains across behavioral (Fallon, Cathcart, et al, 2018), academic (Powell et al, 2016), and social-emotional (Castro-Olivo, 2014) domains, leading to positive long-term outcomes (e.g., higher achievement test scores, increased graduation rates; Cammarota & Romero, 2009). Although there is a dearth of research on the prevalence of culturally responsive practice in the classroom, recent reviews (Fallon et al, 2021a(Fallon et al, , 2022 synthesized the extent to which culturally responsive academic and behavioral practices have been implemented to promote outcomes for racially and ethnically minoritized youth. Vincent and colleagues (2011) conceptualized culturally responsive multi-tiered systems of support (MTSS) to promote staff members' knowledge and self-awareness, as well as commitment to culturally relevant practice for equitable outcomes.…”