Diversity and Inclusion Curriculum: Addressing Culturally Relevant Pedagogy and the Achievement Gap at a Racially Diverse University.

Saved in:

Bibliographic Details
Title:	Diversity and Inclusion Curriculum: Addressing Culturally Relevant Pedagogy and the Achievement Gap at a Racially Diverse University.
Authors:	Austin, Duke W.¹, Atencio, Matthew², Yeung, Fanny³, Stein, Julie⁴, Mathur, Deepika, Ivester, Sukari⁵, Woods, Dianne Rush⁶
Source:	Currents in Teaching & Learning. Aug2019, Vol. 11 Issue 1, p112-134. 23p.
Subject Terms:	Culturally relevant education, Teacher development, Achievement gap, Teacher effectiveness, *Career development, Forest canopy gaps
Abstract:	Supporting faculty in ongoing processes of professional development around culturally relevant pedagogy presents numerous challenges, despite the purported benefits of this educative approach. Though faculty may have a strong desire to enhance skills in culturally relevant teaching, factors including heavy workloads, lack of teaching skills, and sensitivity to receiving potentially uncomfortable feedback impede even well-intentioned faculty. One way we have attempted to address these challenges is through the Faculty Diversity and Inclusion Curriculum Development (FDICD) program. This program involves structured peer support and feedback to assist faculty who want to plan, implement, and evaluate culturally relevant teaching practices in their coursework. This paper reports on a mixed-methods program evaluation, describing the pedagogical changes participants made, as well as the outcomes achieved by students and faculty. Our evaluation suggests that this type of program provides a valuable form of professional development for faculty while also leading to improved student learning outcomes. [ABSTRACT FROM AUTHOR]
	Copyright of Currents in Teaching & Learning is the property of Currents in Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Supporting faculty in ongoing processes of professional development around culturally relevant pedagogy presents numerous challenges, despite the purported benefits of this educative approach. Though faculty may have a strong desire to enhance skills in culturally relevant teaching, factors including heavy workloads, lack of teaching skills, and sensitivity to receiving potentially uncomfortable feedback impede even well-intentioned faculty. One way we have attempted to address these challenges is through the Faculty Diversity and Inclusion Curriculum Development (FDICD) program. This program involves structured peer support and feedback to assist faculty who want to plan, implement, and evaluate culturally relevant teaching practices in their coursework. This paper reports on a mixed-methods program evaluation, describing the pedagogical changes participants made, as well as the outcomes achieved by students and faculty. Our evaluation suggests that this type of program provides a valuable form of professional development for faculty while also leading to improved student learning outcomes. [ABSTRACT FROM AUTHOR]
ISSN:	19453043