The power of culturally responsive teaching

Imagine a classroom where every student feels represented. Where their backgrounds, learning styles, and individual strengths are valued. For many students of color with learning differences, that’s not always the case. But what if it could be? 

In this episode, we talk to author and education consultant Afrika Afeni Mills. Listen as she breaks down why it’s important for kids of color with learning disabilities to feel represented in the classroom. Learn the powerful ways inclusive teaching can reshape their journey. And get tips for how to apply this mindset at home.

We love to hear from our listeners. Email us at opportunitygap@understood.org.

Related resources

• What is culturally responsive teaching?

• Families of color and communicating with teachers

• Confronting racial bias within special education

Timestamps

(01:50) What does it mean to be culturally responsive?

(03:48) Why is this approach important?

(08:32) How can educators build a culturally responsive classroom?

(14:56) How parents can create or support cultural responsiveness at home 

Episode transcript

Julian: Think back to your school days. How many times did you feel like the material you were learning or the way it was taught didn't quite reflect who you were, where you came from, or the experiences you brought to the classroom? I know I felt that way a lot of times, and for so many of us, the answer is more times than I'd like to count. But imagine if that classroom was a space where students from every background felt seen, they felt heard, and they felt truly understood.

What's going on, OG family? I am back with a new episode of the "Opportunity Gap." I am your host, Julian, and I am excited to have this guest back. She's one of my favorite people to have on the pod. We are joined by Afrika Mills. Afrika is an education consultant, a published author, by the way. She's been an educator since 1999 and has experience as a classroom teacher, instructional coach, teacher, developer, all around, great person. So, Afrika. Welcome back to the show. How's life? How you been?

Afrika: Everything's good. I'm so excited to be here. Thank you so much.

Julian: All right. Perfect. Perfect. So, we're talking tonight about cultural responsiveness. And so, I really want to get into before we get to the how we got to talk about the what. We have to define things for folks so they know what we're talking about. We've heard the word culturally responsive. That word is, those words are thrown around a lot, especially in the last four years or so. But as an expert and an author and an educator and consultant and all the things, how would you define culturally responsive? What is that?

(01:50) What does it mean to be culturally responsive?

Afrika: I think even my first, my beginnings and hearing the term that there were people who thought they knew what it was and didn't quite. But I think from what I've learned and what I've experienced as an educator, it means to be really in tune with and invested in the cultural resources and brilliance that students bring into the classroom with them.

It's a very different approach than, I believe, how schools were founded, where was just like, "OK, well, kids come into the classroom," not necessarily all kids, but there were some children who would, they come into the classroom and we pour into them as if they weren't coming in with their own contributions and their own ways of making meaning.

So, it means to be really curious about how, like, what are the cultural resources that students are bringing in with them and how do their ways of being and knowing and learning and, you know, and transferring information, how do all of those things, what does that look like?

And making sure that we value it and not just by lip paying lip service, but to say "OK, look, if this is how you best learn, I want to make sure that as a teacher, as a facilitator of the learning space, that I am incorporating the ways of being and knowing and learning that all of my students come into the classroom with, particularly students whose ways of being and knowing have been interrupted, for lack of a better term.

Julian: Yeah, yeah. No, no. Call it what it is. I mean.

Afrika: Yeah.

Julian: Exactly. So, thinking about that, it's not just about representation.

Afrika: No. No.

Julian: It's not just about let me show you a couple of books with some brown kids in the book. Or let me throw a couple of things up for Black History Month. And that's it.

Afrika: Yes.

Julian: It's deeper than that, right? It's about how we're engaging with and reflecting those cultures that are in the classroom. Can you talk more about the importance of the approach and why it's so important considering how diverse our classrooms are becoming?

(03:48) Why is this approach important?

Afrika: Yeah. And I think I mean, just even capturing like the name of the show, right? We're thinking about the opportunity gap and just that's what comes to mind for me because there are so many opportunities that we have to partner with students, with their families, with community in the way that in the way that we engage in teaching and learning. And so I think a lot of that comes down to, "OK, what is my posture as an educator? Am I just thinking of myself as someone who is coming into a space and then I'm leaving a space and I'm not really engaging so much in a in a collectivist way of being like we were just talking about, right?

Julian: Right.

Afrika: When you think about like culturally responsive teaching is to say, "OK, well, this is how I might have learned. And maybe the way I learned was that I was sitting and I was quiet," and then they come into the classroom and try to recreate that. If students are engaging with one another, like you say, like in a call and response type of way, it could seem like misbehavior or it could seem like it's, "Oh this is disrespectful because I told you that these were the rules for engagement for this classroom."

But it actually really looks like, "OK, well, this is maybe the way that I learned is one of many ways to engage with the content. And so how do I go about finding out, like not seeing students as being disrespectful or not following the plan, but having them be co-creators in how we're learning?" And seeing the value of that.

Because it's kind of like what you are saying, too. I think unfortunately, the way that it can come across is like, oh if we have, I've seen this even too like in math curriculum. It's like if we have a word problem and we name the the kid in the word problem, Tyrone, then that means that that's going to be engaging for Black kids, right? Yeah.

Julian: Right.

Afrika: It's just like, oh but no.

Julian: Right. So, I mean, if I'm listening to our conversation so far, you know, Afrika is really speaking to the intentional thoughts of our teachers as they create space where there's a relationship that's embedded of respect.

Afrika: Yes, absolutely.

Julian: And respect for oneself, but also respect for the cultures that are coming in. I'm interested to hear, just in terms of the research you've done, I mean, you are a leading expert nationally for the effectiveness of culturally responsive teaching. Tell me about the research around the impact of culturally responsive teaching and why it is so important and really why it works.

Afrika: Right. So, when we think about the research behind culturally responsive teaching and learning, when you are taking into consideration the way that any child's mind is making those connections and you are building on that, you are providing the scaffolds for them to make the connections between what they know and what they are, the knowledge and the experiences that they're acquiring, then that is lasting knowledge that they're able to not only hold on to, but then they're able to make those additional connections later on.

If you and I'm like, I totally understand it because I remember being a classroom teacher during a time was like No Child Left Behind, and we're looking at test scores and we want all students to be proficient and advanced and all those things.

But what ends up happening is that we take out the learning experience of actually connecting with like meaning-making, and get more into like, OK, what is the type of question that you're going to be asked and how do you do a process of elimination with multiple choice questions and we start getting into the like, how do you perform on a test as opposed to like, how do you represent what you understand? And really doing that in a way that is authentic and that is meaningful for students.

And so, I think like the research will show that even when they're like a lot of times there'll be some, you know, some statistics they'll show like, "Oh yeah, I was able to boost my students' test scores," but I'm like, "But do we actually follow those students along and see, are they retaining? Are they retaining this information? Are they able to think critically?" Those are the things that really show a dynamic way of learning and engaging with, you know, with learning, right?

Julian: Yes. That's right. We know that great teaching involves understanding, differentiation, right? And the idea of differentiation really comes right in contact with culturally responsive teaching.

Afrika: Absolutely.

Julian: That is true differentiation, right? Where the students feel like their culture is represented. And as you said, the more that we create classrooms where students feel comfortable, students feel like they can be themselves...

Afrika: Yes.

Julian: The higher scores are going to be.

Afrika: Yes.

Julian: The higher our outcomes are going to be, the more successful our students are. Every bit of research around the nation shows, the more culturally responsive we are, the better outcomes we produce.

Afrika: Right.

Julian: So, the question really is, so how do we do it? What do we do, right? Like that's a big question.

(08:32) How can educators build a culturally responsive classroom?

Afrika: Yeah. For me, I think it's essential for us to go back to our own formation as learners because so much of what we do is kind of like parenting. I think the same thing is true for us as educators, that we even when we have good intentions, we tend to parents and educate by default.

And if we don't spend the time to go back and do the hard work of realizing how we may have been miseducated ourselves, then it's going to be hard to really be convinced that we need to change the way that we engage and in facilitating learning for our own students. So, I think that's the first piece of work is to go back and reckon with our own education.

Julian: So, that means we need to all look in the mirror and take a hard look, but also, you know, remind ourselves, like you said, that the culture has changed.

Afrika: Yes.

Julian: So, how students learn it has to adapt based on the culture that we are in now.

Afrika: Absolutely.

Julian: It's a great way to start.

Afrika: Yeah.

Julian: And I do want to call something out. Again, you and I are people of color. We identify as Black educators and many of the students that we've educated in the past also share our culture, right? I think there's the same ethnicity, the same cultural background. And as you said, times have changed, right? There's experiences that our students have that are very different than our own residual experiences. And I intentionally try to hire people of color, especially for our boys, so they see a reflection of themselves.

Afrika: Yes.

Julian: But I also caution them to make sure they understand, you're not just going to vibe with our students...

Afrika: Right.

Julian: Because you're both Black.

Afrika: Right.

Julian: We're not just going to be cool just because we're the same culture. Like, there's deeper things to that. So, I'm interested to hear from you, knowing that you helped prepare educators to be in the field, knowing that around the country, a vast majority of our teachers do not share the same cultural heritage as their students.

And so, I'm wondering, what do you tell them when they're beginning this journey where they've started to do the unpacking and creating self-awareness and they feel like they've gotten to that point where they are self-aware? They've done the work. Yeah. What do you tell them to do next?

Afrika: Yeah. So, one of the things, especially for folks who identify as white, is to be very careful when you are doing that self-work, not to emerge from that work. I mean, I don't think we ever really finish, but at least in the beginnings of that work, with any type of pity for students or feeling like, "Oh you know, Black kids or you know, students of color have had it so hard and I've had it so good and I have to give to them what they never received," right? So, that piece was like, please do not do not go in with that frame of reference.

Unfortunately, there are far too many books that are used and in professional learning spaces that kind of support a deficit mentality about kids of color or students who come from a background where there's lower socioeconomic, you know, resources or access to resources and things like that. So, it's like, OK, so if you believe that you're ready, make sure that your readiness is legit, right? Like you're not coming out like you're the savior of students. Right? So, there's that.

But then that next piece is to really lean into your, I mean, a legit like a humility about like, wow, most likely the way I grew up did not expose me to not only the content about other groups of people, but like we were talking about in the beginning, the ways of being and knowing and valuing of the ways of understanding the world and moving in the world and connecting with community.

And so, really starting to say like, please don't see yourself as someone separate from the students in their community. Please understand the value of connecting with families, with connecting with community. You may not live in the community where you work, but that doesn't mean that you can't be intentional about relationship building because families are their students, you know, their children's first teachers. And so, I think the next step is to make sure that you coming with a posture of like, "Yes, I need to be a learner, I need to be humble, I need to be curious, and I need to involve folks as much as possible."

So, I think moving the next step is to partnering with people who do know, because there's a lot that we will not know, especially if we have not had those learning experiences ourselves.

Julian: I love that you said the idea of partnership, right?

Afrika: Yes. Yes.

Julian: And finding connections and really finding references that the students are aware of, right?

Afrika: Yeah, absolutely. And I would say too the other piece is be aware of the fact that if this is something that's new, a different type of approach to teaching and learning for any educator to be aware of the fact that there may be some fear in there, right? Well, I don't know the community, I don't know the parents, or this is not my experience culturally. So, be careful that you're not allowing your fear to manifest barriers that shouldn't exist.

So, I'll give a good example. So, say you are like, OK, I do think partnering with families and communities is a good idea, but I'm making the assumption that because my students, you know, their family members might have be, you know, working or might have multiple jobs and might not be as available to come in and maybe do a talk during the school day is like, but you can ask them and they might be able to record themselves and send that to you and you might be able to show that in the classroom even if they can't come in live, right?

Julian: Right.

Afrika: So, also being aware of the fact that fear may trigger like creating almost like a protection around yourself and things that you're afraid of. But to say, "No, I'm going to push beyond that. Yeah, I'm a bit uncomfortable, but I won't always be," right? So, it's like, how do I make this work? As opposed to thinking about like, why might this not work?

Julian: So, really asking for help.

Afrika: Yes. Please.

Julian: Making sure that educators really just ask for help and like, listen, we can't do this by ourselves. Open the doorways and come on in. Like the door is open. Come in.

Afrika: Yeah.

Julian: So, a culturally responsive classroom is important for everybody, but especially our babies out there with ADHD, with dyslexia, especially our Black and brown babies who might not be getting everything they need. Having a culturally responsive classroom is instrumental in their development. And in some cases, it's not happening. So, our families that are out there listening, I'm interested in Afrika, from your perspective, what advice would you give to our families and our parents who want to help create or even support of this culturally responsive classroom environment that you're talking about?

(14:56) How parents can create or support cultural responsiveness at home

Afrika: Even if the school is not necessarily extending an invitation, and my hope is that they are, but even if they are not, is to say like, you have a place in that school, that you have the right to be part of your child's education, to be not only aware of what the plans are for your child, but to inform the plans for your child, because it's likely not only going to benefit your child, but it's going to benefit other children as well.

I'm not saying it's easy because time is always a challenge, but trying to partner with other families in the community, too, so you're not doing it alone. Is, you know, and I don't mean necessarily like how like PTA or PTO or parent groups have always run, but really thinking about like, how do we come together to advocate for what's best for our children and to ensure that those are the things that are happening? Yeah.

Julian: Right. But I do want to end with a question and feel free to not have an answer. But we do know factually that the work of DEI and diversity, equity, inclusion across the nation is changing. The cultural responsiveness focus is changing. And we know that in some school districts, there are books or representation that's being changed and we have listeners around the nation that listen to our show. And so, I'm wondering if you are a family or a parent from a state or a school district where some of those challenges are not there appearing more like there's not an encouragement of culturally responsive teaching? What advice would you give them?

Afrika: Yeah. I think the thing that I mean, one, that the fact that that's happening is, is heartbreaking for me. So, I just want to name that. And also thinking about like, I'm definitely someone who's just like, "Yep, I need to acknowledge what I'm grieving. Like, I'm grieving that shift because it's not, I don't think it's good for anyone." But I think what we have the benefit of as families is that most of our children's time is spent in our homes, right?

Julian: Yes.

Afrika: And so, they're with us. And there's nothing to stop you from giving your own child the most beautiful, rich experience possible. And so I would say that as family members, not only to make sure that you are, whether it's from books that you're buying, taking out from the library, however you're connecting with these books as you're writing them together as a family, right?

So, I think, like making sure it's rich in our homes as much as we can. There are lots of resources online, like high quality resources that we can tap into if, you know, if that's, you know, where we want to be heading. But that's the piece that I think, too, is like doing it in our own homes and not shying away from advocating for talking about culture in the classroom, being clear about why we're doing that.

Julian: I appreciate you being candid about that and, you know, knowing that so many of our listeners are interested in, you know, just hearing about what they can do to involve themselves, the fact that they choose to listen to a podcast like that and like this really tells us where their head is that?

Afrika: Yes.

Julian: And, you know, so many of us are just wondering what our approach can be. My advice would be also, especially if those of us that are Black and brown folks, we have a very rich tradition of education in our history and our community and a rich tradition of resurgence within ourselves, where there was a time and place where teaching us how to read was a crime.

Afrika: Say that, right?

Julian: There was a time and place where we were not allowed to be in the same space as others.

Afrika: Yes.

Julian: There was a time and place where we still do not get the resources that are equal to those that are not like us, and yet we still are able to thrive.

Afrika: We still get it done.

Julian: And still able to produce high-quality people and highly educated people and people who are contributing to our society in a positive way. And so, I'm very hopeful and very optimistic that no matter what, we have to just dig our heels in. And we have to support each other as we seek to build culturally responsive experiences for all of our babies.

Afrika: Absolutely. I totally agree with you.

Julian: So, Afrika, I just want to say a big thank you from the show for me, especially. Every time I talk to you, I learn something new and the insights are valuable. The fellowship is valuable.

Afrika: Yes.

Julian: And I just appreciate the work you're doing.

Afrika: Yes. The feeling is very mutual. Thank you so much.

Julian: OG family, as always, we're going to link some of these additional resources in the show notes. Check out Afrika and all the work that she does. If you're in Boston, go see her, do her thing. Until next time OG family. We'll hear you up there. Thank you.

Thanks so much for listening today. We love hearing from our listeners. So, if you have any thoughts about today's episode, you can email us at opportunitygap@understood.org. And be sure to check out the show notes for links and resources to anything we mentioned in the episode.

This show is brought to you by Understood.org. Understood is a nonprofit organization dedicated to empowering people with learning and thinking differences like ADHD and dyslexia.

The "Opportunity Gap" is produced by the Tara Drinks and edited by Daniela Tello-Garzon. Our theme music was written by Justin D. Wright, who also mixes the show. Ash Beecher is our supervising producer. Briana Berry is our production director. Neil Drumming is our editorial director. Our executive directors are Laura Key, Scott Cocchiere, and Seth Melnick. Thanks again for listening.