Culturally Responsive Pedagogies in Arizona and Latino Students' Achievement

Background: Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT) improves academic achievement because it views students' culture and language as strengths. The body of literature on CRT provides detailed depictions of classroom experiences for traditionally marginalized students, but is faulted as lacking an explicit link to student outcomes that prevents its consideration among policymakers. Purpose/Objective/Research Question/Focus of Study: To contribute to the body of work establishing an explicit link between CRT and student outcomes, the present study examines the extent to which dimensions of teacher-reported CRT beliefs and behaviors are associated with Latino students' identity and achievement outcomes in reading across grades three through five in Arizona. Research Design: Sources of data in this study consist of teacher (N = 16) questionnaires reflecting CRT dimensions and student (N = 244) questionnaires for ethnic identity, perceived discrimination, and scholastic competence, as well as reading achievement. Hierarchical linear modeling was used to address the research questions. Findings/Results: Consistent with the assertions in extant literature that CRT is related to students' outcomes, the study found that teachers' beliefs about the role of Spanish in instruction, funds of knowledge, and critical awareness were all positively related to students' reading outcomes. For teachers reporting the highest level of each of the aforementioned dimensions, students' reading scores were associated with approximately 0.85 SD (Spanish), 0.60 SD (funds of knowledge), and 1.70 SD (critical awareness) higher reading outcomes at the end of the school year after controlling for prior achievement. Teachers' reported CRT behaviors in terms of Spanish and cultural knowledge (formative assessment) were both also significantly and positively related to students' reading outcomes after controlling for prior achievement. For teachers reporting the highest level of each of the aforementioned dimensions, students' reading scores were associated with approximately 1 SD higher reading outcomes. Behaviors reflecting the use of Spanish in instruction was also significant, albeit very small (ab