Engagement Through Identity: The Impact of Culturally Relevant Teaching
Major
History
Submission Type
Poster
Area of Study or Work
Educational Studies, History
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Abstract
The purpose of this study is to determine the extent of connection between culturally relevant teaching and student engagement in a high school history classroom. Culturally relevant teaching is defined as a student-centered approach that uses students’cultures and perspectives to provide content that allows them to expand experiences and see themselves represented. The participants of this study include high school students (Grades 9-12) in a midwestern town in Illinois with a population of roughly 53,000. The research includes an aspect of self-study and reflection from a student teacher in history. Class observations, and prior lesson plans are included to determine culturally relevant teaching embedded within the environment of the class. The data also includes student work, aimed at determining engagement levels amongst classes, after the incorporation of culturally relevant teaching. Results of this study center on how culturally relevant teaching impacts student engagement, specifically looking at student voice, and the implementation of this teaching practice. This study is important because it connects the insightful strategies that educators strive to improve on as professionals, and their results on student achievement.
Engagement Through Identity: The Impact of Culturally Relevant Teaching
CNS Atrium
The purpose of this study is to determine the extent of connection between culturally relevant teaching and student engagement in a high school history classroom. Culturally relevant teaching is defined as a student-centered approach that uses students’cultures and perspectives to provide content that allows them to expand experiences and see themselves represented. The participants of this study include high school students (Grades 9-12) in a midwestern town in Illinois with a population of roughly 53,000. The research includes an aspect of self-study and reflection from a student teacher in history. Class observations, and prior lesson plans are included to determine culturally relevant teaching embedded within the environment of the class. The data also includes student work, aimed at determining engagement levels amongst classes, after the incorporation of culturally relevant teaching. Results of this study center on how culturally relevant teaching impacts student engagement, specifically looking at student voice, and the implementation of this teaching practice. This study is important because it connects the insightful strategies that educators strive to improve on as professionals, and their results on student achievement.