Culturally Responsive Instruction as Computer-Based Reading Engagement and Literacy Among Native American Students

The chapter presents a review of the literature on Native American education and the use of culturally responsive instruction to guide the implementation of a computer-based reading program to increase engagement and reading levels for Native American secondary students for a quantitative single-case study on the effects of using Achieve3000 while using a culturally responsive model for selecting reading samples. Study findings noted though student reading levels increased and reading engagement improved in some key areas, no significant difference was found between groups. The implications of these findings are that use of a culturally responsive pedagogy to select self-relevant materials for a computer-based reading program may help Native American students to increase their reading levels and reading engagement scores, but not at a significant rate. Future research should consider whether these pedagogies and other strategies may improve Native American reading literacy.

Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.

Culturally Responsive Instruction and Literacy Learning

Research in culturally responsive instruction (CRI) to improve literacy learning was explored through study of Hawaiian-focused charter schools. Building on work by Au, an indigenous framework reflecting the work of these schools was developed, highlighting five elements: (a) literacy in indigenous languages; (b) community connections; (c) a shared vision that encompasses culture, academic proficiency, and community; (d) authentic assessment; and (e) teaching grounded in culture and higher level thinking. Schools implemented CRI in an outward-looking, action-oriented manner and literacy was viewed as a means of serving community, not as an end in itself. Schools emphasized CRI as content, in contrast to earlier research with Native Hawaiian students that viewed CRI as process. CRI centered on exploration of cultural identity as the basis for gaining cultural knowledge of one’s ancestors, as well as Western academic knowledge for the purpose of contributing to the well-being of family, community, and nation.

Culturally Responsive Writing Instruction for Secondary Students With Emotional and Behavioral Disorders

Research suggests that teachers often do not adequately prepare students with emotional and behavioral disorders (EBD) to utilize organizational structures and basic writing skills that are necessary to produce cohesive essays. Among the challenges of effectively teaching writing to secondary students with EBD is how to deliver culturally responsive instruction to students who come from a variety of different backgrounds. This article presents specific strategies for infusing culturally responsive practices into scaffolded instruction for teaching written expression to youth with EBD.