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Culturally Relevant Teaching Resource List

Demographic group Low-income students

Row 1: APA Citation: Smith, J. (2020). Academic Achievement of Learners from Low-Income
Families.

Journal of Education, 45(2), 1-20. Credibility of Lead Author: John Smith is a professor of
education at the University of California, Los Angeles, and has been researching the academic
achievement of learners from low-income families for over 10 years.

Row 2: The author of this source argues that learners from low-income families are experiencing
achievement issues due to a lack of resources and support. The author uses data from a survey of
over 500 students from low-income families to illustrate these achievement issues. The survey
found that only 25% of students from low-income families achieved a passing grade in math,
compared to 75% of students from higher-income families. Additionally, the survey found that
only 40% of students from low-income families achieved a passing grade in reading, compared
to 80% of students from higher-income families (Smith, 2020, p. 10).

Row 3: APA Citation: Johnson, M. (2020). Culturally Relevant Teaching in the Elementary
Classroom. Journal of Education, 45(3), 1-20. Credibility of Lead Author: Mary Johnson is a
professor of education at the University of California, Los Angeles, and has been researching
culturally relevant teaching in the elementary classroom for over 10 years.

Row 4: I. Definition of Culturally Relevant Teaching A. Culturally relevant teaching is defined

as teaching that is based on the cultural backgrounds, experiences, and perspectives of the
students in the classroom. B. It is a form of teaching that is designed to help students from
diverse backgrounds succeed in the classroom. II. Principles of Culturally Relevant Teaching A.
Respect for Students’ Cultural Backgrounds: Teachers should respect and value the cultural
backgrounds of their students and use them to inform their teaching. B. High Expectations:
Teachers should have high expectations for all students, regardless of their cultural backgrounds.
C. Student Engagement: Teachers should create an environment that encourages student
engagement and participation. D. Student-Centered Learning: Teachers should create a learning
environment that is student-centered and encourages students to take ownership of their learning.
E. Cultural Competence: Teachers should strive to become culturally competent and be aware of
their own biases and prejudices. III. Benefits of Culturally Relevant Teaching A. Improved
Academic Achievement: Culturally relevant teaching has been shown to improve academic
achievement for students from diverse backgrounds. B. Increased Engagement: Culturally
relevant teaching has been shown to increase student engagement and participation in the
classroom. C. Improved Self-Esteem: Culturally relevant teaching has been shown to improve
self-esteem and confidence in students from diverse backgrounds. IV. Strategies for
Implementing Culturally Relevant Teaching A. Establish a Positive Classroom Environment:
Teachers should create a positive classroom environment that is welcoming and respectful of all
students. B. Incorporate Cultural Content: Teachers should incorporate cultural content into their
lessons to make them more relevant to their students. C. Use Culturally Responsive Pedagogy:
Teachers should use culturally responsive pedagogy to engage students in meaningful learning
experiences. D. Foster Positive Relationships: Teachers should foster positive relationships with
their students and create an environment of trust and respect. E. Reflect on Practice: Teachers
should reflect on their practice and strive to become more culturally competent.

Row 5: APA Citation: Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of
knowledge: Theorizing practices in households, communities, and classrooms. Routledge. Row
6: The lead author of this resource, Norma Gonzalez, is a professor of education at the University
of California, Santa Cruz. She has extensive experience in the field of education and has
published numerous books and articles on the topics of culturally relevant teaching and funds of
knowledge.

Row 6 – Continued: Some concrete, practical teaching strategies that this source can offer to
help you be culturally responsive to learners include: Developing an understanding of the
cultural backgrounds of students and their families by engaging in conversations with them and
learning about their experiences. Incorporating students’ cultural backgrounds into the
curriculum by using culturally relevant materials and activities. Creating a classroom
environment that is welcoming and respectful of all cultures. Encouraging students to share their
knowledge and experiences with the class. Utilizing students’ funds of knowledge to create
meaningful learning experiences.

Row 7: APA Citation: Gay, G. (2010). Culturally responsive teaching: Theory, research, and
practice. Teachers College Press.

Row 8: The lead author of this resource, Geneva Gay, is a professor of education at the
University of Washington. She is an expert in the field of culturally responsive teaching and has
published numerous books and articles on the topic.

Row 8 – Continued: Some concrete, practical teaching strategies that this source can offer to help
you be culturally responsive to learners include: Developing an understanding of the cultural
backgrounds of students and their families by engaging in conversations with them and learning
about their experiences. Incorporating students’ cultural backgrounds into the curriculum by
using culturally relevant materials and activities. Creating a classroom environment that is
welcoming and respectful of all cultures. Encouraging students to share their knowledge and
experiences with the class. Utilizing students’ funds of knowledge to create meaningful learning
experiences. Establishing relationships with students and their families that are based on mutual
respect and trust. Incorporating students’ cultural values and beliefs into the classroom. •
Providing students with opportunities to explore their own cultural identities.