Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kshawna C. Askew (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Terry Ackerman

Abstract: Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is due to the cultural mismatch between educators and students. Culturally relevant pedagogy is an instructional approach that addresses the cultural misalignment between students and educators, by encouraging educators to consider the interaction between culture, learning styles, and instructional strategies. Although highly regarded, culturally relevant pedagogy is difficult to implement and assess due to its theoretical orientation. This study employed a mixed methods technique called concept mapping to investigate and preliminarily define culturally relevant instruction. Students’ Six, a professional development program aimed at teaching educators how to implement culturally proficient instructional strategies, was used as the context for this study. Students’ Six participants identified a total of 141 instructional strategies that are indicative of culturally relevant instruction. Study results suggest that Students’ Six’s original six concepts could potentially be expressed as eight individual concepts grounded by three broad categories. As a result of this study, a draft rubric was developed that could ultimately be used to define and assess the implementation of culturally relevant instruction.

Additional Information

Language: English
Date: 2016
Assessment, Assessment Engineering, Concept Mapping, Culturally Relevant Pedagogy, Culturally Responsive, Rubric Development
Culturally relevant pedagogy
Multicultural education
Concept mapping

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