Culturally Responsive Practices

Tools

Cultural Mismatch Guiding Questions

NEA Care: Culture, Abilities, Resilience, Effort: Strategies for Closing the Achievement Gaps

Cultural Competence and Equity Guide

Equitable Classroom Practices Observation Checklist

Checklist for Culturally Responsive Practices in Schools

Our Family Dinners

Please Don’t Let Me Be Misunderstood

Reflecting Gender, Class, and Race

Resources

Teaching Tolerance

Double-Check: A Framework of Cultural Responsiveness Applied to Classroom Behavior

The Equity Alliance webinar series on creating inclusive classrooms

Teaching Tolerance

Teaching Diverse Learners

Indiana School Climate and Cultural Awareness Guidelines

Multiculturalism and Teaching Diversity in the Classroom

Culturally Relevant Instruction: Teaching for Everyone's Success

Culturally Responsive Best Practices in Addressing Disproportionality

Villegas, A.M. (2012). Collaboration between multicultural and special teacher educators: Pulling together the threads in the conversation. Journal of Teacher Education, 63(4), 286-290.

Shealey, M.K., McHatton, P.A., & Wilson, V. (2011). Moving beyond disproportionality: The role of culturally responsive teaching in special education. Teaching Education, 22(4), 377-396.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teacher’s College Press.

King, K.A., Artiles, A.J., & Kozleski, E.B. (2009). Professional learning for culturally responsive teaching. Tempe, AZ: The Equity Alliance at Arizona State University.

Cartledge, G. & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74(3), 351-371.

Fielder, C.R., Chiang, B., Van Haren, B., Jorgensen, J., Halberg, S., & Boreson, L. (2008). Culturally responsive practices in schools: A checklist to address disproportionality in special education. Teaching Exceptional Children, 40(5), 52-59.

Adams, M., Bell, L.A., & Griffin, P. (2007). Teaching for diversity and social justice. New York, NY: Routledge.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

Klotz, M.B. (2006). Culturally competent schools: Guidelines for secondary school principals. Bethesda, MD: National Association of School Psychologists.

Tools

Promoting Cultural & Linguistic Competency Self-Assessment

Resources

Engaging Culturally Diverse Families for Student Success

Best Practices in Engaging Diverse Families

Preparing Personnel to Meet the Needs of Culturally and Linguistically Diverse Families

Barrueco, S., Smith, S., & Stephens, S.A. (2015, July). Supporting parent engagement in linguistically diverse families to promote young children’s learning. (Child Care & Early Education Research Connections Brief).

Ziemke, B. (2015). Engaging diverse families in education: Lessons learned. (PACER Center Brief).

Halley, K.F. & Trujillo, M.T. (2013). Breaking down barriers: Successful transition planning for culturally and linguistically diverse exceptional students. Journal of Education Research and Innovation, 2(1), 1-14.

Wessels, S. (2013). Home visits: A way of connecting with culturally and linguistically diverse families. Faculty Publications: Department of Teaching, Learning and Teacher Education. 147.

Conroy, P.W. (2012). Collaborating with cultural and linguistically diverse families of students in rural schools who receive special education services. Rural Special Education Quarterly, 31(3), 3-11.

Greene, G. (2011). Transition planning for culturally and linguistically diverse youth. Baltimore, MD: Brookes Publishing.

Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3), 372-388.

Colombo, M.W. (2006). Building school partnerships with culturally and linguistically diverse families. Phi Delta Kappan, 88(4), 314-318.

Kea, C., Campbell-Whatley, G.D., & Richards, H.V. (2006). Becoming culturally responsive educators: Rethinking teacher education pedagogy. (NCCREST Brief).

Tools

There are currently no additional tools listed on this topic.

Resources

Considerations When Working with LGTB Students of Color

Arredondo, M., Gray, C., Russell, S., Skiba, R., & Snapp, S. (2016). Documenting disparities for LGBT students: Expanding the collection and reporting of data on sexual orientation and gender identity. Bloomington, IN: The Equity Project at Indiana University.

Gates, G.J. (2017, August). LGBT Data Collection Amid Social and Demographic Shifts of the US LGBT Community, American Journal of Public Health 107(8), 1220-1222.

McKibben, S. (2016). Charting a course to transgender inclusion. Education Update, 58(1), 2.

Snapp, S.D., Burdge, H., Licona, A.C., Moody, R.L., & Russell, S.T. (2015). Students’ perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48(2), 249-265.

Fisher, E.S. & Kennedy, K.S. (2012). Creating diverse and responsive classrooms. In Responsive school practices to support lesbian, gay, bisexual, transgender, and questioning students and families (pp. 53-70). New York, NY: Routledge.

Tools

There are currently no additional tools listed on this topic.

Resources

Harvard Implicit Bias Test

Fix School Discipline: Racial Bias and Discrimination

Racial Bias and Discrimination

How do I know if my biases affect my teaching?

Understanding microaggressions

Fiarman, S.E. (2016). Unconscious bias: When intentions aren’t good enough. Educational Leadership, 74(3), 10-15.

Gabriel, M.L., Martinez, J., & Obiakor, F. (2016). Dismantling deficit thinking through teacher education. In A.F. Rotatori & F. Obiakor (Eds.), Critical issues in preparing effective early childhood special education teachers for the 21st century classroom: Interdisciplinary perspectives (pp. 25-36). Charlotte, N.C.: Information Age Publishing, Inc.

Gilliam, W.S., Maupin, A.N., Reyes, C.R., Accavitti, M., & Shic, F. (2016, September). Do early educators’ implicit biases regarding sex and race relate to behavior expectation and recommendations of preschool expulsions and suspensions? (A Research Study Brief).

Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining racial bias in education: A new approach. Educational Researcher, 45(9), 508-514.

Capatosto, K. (2015, July). Strategies for addressing implicit bias in early childhood education. (Kirwan Institute Issue Brief).

Rudd, T. (2014, February). Racial disproportionality in school discipline: Implicit bias is heavily implicated. (Kirwan Institute Issue Brief).

Schubert Center for Child Studies. (2014, November). Play, implicit bias and discrimination in early childhood: Implications for Child Development (Issue Brief).

Simson, D. (2014). Exclusion, punishment, racism and our schools: A critical race theory perspective on school discipline. UCLA Law Review, 61, 506.

Catillo, J. (2013). Tolerance in schools for Latino students: Dismantling the school-to-prison pipeline. 26, 43-58.
Available here

Dudley-Marling, C. & Paugh, P. (2010). Confronting the discourse on deficiencies. Disability Studies Quarterly, 30(2).

Carime Bersh, L. (2009). Deconstructing whiteness: Uncovering prospective teachers’ understanding of their culture- a Latina professor’s perspective. Multicultural Perspectives, 11(2), 107-112.

Chen, D.W. & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey. Multicultural Perspectives, 11(2), 101-106.

Chang, D.F. & Demyan, A.L. (2007). Teachers’ stereotypes of Asian, Black, and White students. School Psychology Quarterly, 22(2), 91-114.

Harry, B. & Klingner, J. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16-21.

Weiner, L. (2006). Challenging deficit thinking. Educational Leadership, 64(1), 42-43.