The Culture and Teaching Gap

Carey, Roderick L.; Farinde-Wu, Abiola; Milner, H. Richard; Delale-O’Connor, Lori

doi:10.1002/9781118955901.ch3

Cited by 10 publications

(4 citation statements)

References 48 publications

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“…However, the scholarship that does exist suggests that as teachers’ years of teaching experience increase, their self-efficacy for CR teaching also increases (Cruz et al, 2020), which is consistent with studies of more generalized self-efficacy (Rubie-Davies et al, 2012). Notably, teacher education scholars have long called for teacher education to better prepare teachers to engage in CR practices (Carey et al, 2018; Sleeter, 2001; Villegas & Lucas, 2002). Further, scholars note the importance of providing novice teachers with opportunities to not just engage in the theory of CR teaching but also practice CR teaching in teacher education (Groulx & Silva, 2010; Howard & Rodriguez-Minkoff, 2017).…”

Section: Literature Review: Cr Teaching As Dispositionmentioning

confidence: 99%

“…Furthermore, a CR disposition is informed by teachers’ teaching and life experiences and racial identities. Teachers’ self-efficacy for and use of CR teaching practices may differ by their racial/ethnic identities, cultural backgrounds, or years of experience (e.g., Carey et al, 2018; Cruz et al, 2020; Gay, 2010; Milner, 2006; Siwatu, 2011b; Sleeter, 2001) as well as their access to and engagement with professional learning (PL) designed to support CR teaching practices (Parkhouse et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Comstock

Litke

Hill³

et al. 2023

AERA Open

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Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers ( N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.

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Section: Literature Review: Cr Teaching As Dispositionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Comstock

Litke

Hill³

et al. 2023

AERA Open

View full text Add to dashboard Cite

show abstract

“…This is not an easy task, as TCs often enter their teacher preparation programs with limited understanding of schools and of cultures beyond those they have experienced in their own lives. Carey et al (2018), for example, argue that a “culture and teaching gap” between students and teachers contributes to educational disparities experienced by students of Color, particularly as their “experiences, expectations, norms and values” are different from those “rewarded” by white middle-class teachers (p. 59). This gap is exacerbated by deficit-oriented news media coverage and popular culture representations of students of Color, their families, and their communities that supports teachers’ misperceptions and stereotypes of students and their cultural practices, including immigrant youth and communities (Costello & Dillard, 2019; Watson & Knight-Manuel, 2017, 2020).…”

Section: Tenet 1: the Importance Of Student And Community Voice In Th...mentioning

confidence: 99%

The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles

2022

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In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and designing/implementing--that center and leverage community issues, knowledge, and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.

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“…Although optimistic after U.S settlement, Latinx families often face significant barriers in securing school success for their children. Latino boys may underperform in school due to misalignments between their culturally informed behaviors and cognitive engagement (Brown et al 2019; Torres 2017) or wide “cultural gaps” (Carey et al 2018) between their families and schools. Also, work schedules that conflict with school hours, child care needs, the inability to access school‐based communication technology, and English language barriers all constrict Latinx immigrant familial school involvement (Behnke et al 2004; Turney and Kao 2009; Yoder and Lopez 2013; Watson and Bogotch 2015).…”

Section: Sacarlos Adelante: Salvadorans and Economic‐based Migrationmentioning

confidence: 99%

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Carey

2021

Anthropology & Edu Quarterly

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I investigated how two U.S.-born Salvadoran eleventh grade boys formulated college-going mindsets at the nexus of family-based cultural influences, adolescent development, masculinity, and academic self-appraisals. With asset-based theories, findings show how immigrant families encouraged college going by shielding their sons from noneducational responsibilities and conveyed educational messages with words and deeds. Participants formulated mindsets by interpreting family-and school-based messaging and weighing college going against gender-based responsibilities. Implications for educational anthropologists and practitioners are provided.[Latino males, urban education, Latino families, college access, Salvadoran Americans] Like a strong individual? His family is strong. If your family is strong, then what do Hispanics honor the most? It's family! -Perdido (17-year-old, U.S.-born Salvadoran American boy, May 16, 2014 Interview) So by going to college, you can change that; you start changing, like the future generations of your family. -Lucas (17-year-old, U.S.-born Salvadoran American boy, June 12, 2014 Interview)These quotes, which I gathered during a nearly schoolyear-long ethnographic study, show that for Perdido and Lucas (pseudonyms they chose), a strong Latino selfhood is rooted in a strong family, a family whose well-being would be transformed in futurities by their choice to attend college. When considering college going, adolescent Latino boys engage in complex negotiations at the nexus of masculinity, familial concern, and selfappraisals (Carey 2019). The views of Perdido and Lucas here, and throughout this article, amplify the often-unheard voices of low-income Latino adolescent boys, challenge deficit portrayals of them and their families (see Conchas and Hinga 2016;Noguera et al. 2013;Sáenz et al. 2016), and reveal the nuanced ways they foreground family in their collegegoing mindsets.College-going mindsets, here, reflect both the psychological and social attitudes individuals hold for their postsecondary education (see Han et al. 2017). These mindsets drive not only students' college ambitions but also their engagement in the "college preparation processes" (Griffin and Allen 2006), or the development of academic skills and knowledge that facilitate their college choice and readiness. Norms of adolescent development and culturally distinctive familial values also govern how Latinx ("Latinx" is used here and elsewhere when reflecting phenomenon linked to not just boys or men) teenagers formulate college-going mindsets (Savitz-Romer and Bouffard 2012). Social cognitive theory (Bandura 1986(Bandura , 2012 brings this developmental point to bear by illuminating how the observable actions of family members prime adolescents for discerning their own paths to achieve college goals while forming their own "anticipatory outcomes" (Bandura 2012;Carey 2018Carey , 2019.

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The Culture and Teaching Gap

Cited by 10 publications

References 48 publications

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

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