UCLA

This study aimed to explore how experienced teachers of Ethnic Studies (ES) utilize culturally responsive pedagogy (CRP) to enhance student engagement in a large urban school district. The participants in the study were nine teachers from eight distinct public schools. The research design employed a sequential qualitative approach, involving interviews and an analysis of curriculum artifacts. After gathering the data, I identified instances of CRP implementation by the teachers in their instructional delivery and assignment design, which, according to them, fostered engagement in terms of student participation in class discussions, completion of assignments, and inspired writing.

The interviews yielded interesting findings regarding the contrasting approaches of Black, Indigenous, People of Color (BIPOC) and white teachers concerning how they conveyed their personal encounters with racism, their willingness to be vulnerable and open with their students, and their development of a curriculum that reflected the diversity of students in their classes. Furthermore, the findings revealed various activities, such as writing exercises and project presentations, that provided students with opportunities to express aspects of their personal identities in safe learning environments where teachers encouraged open and critical exploration of ideas.

Moreover, the findings highlighted the distinctive nature of ES compared to other history courses, as ES teachers actively construct knowledge with their students instead of merely presenting them with facts and dates. Additionally, the study uncovered challenges, such as insufficient time to cover ES content within a single semester and the need for more collaborative planning time among ES teachers to enhance curriculum effectiveness.