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Statistics from the U.S Census Beureau show that the Hispanic population is the fastest growing group  among the diverse groups in the United states. Hispanics increased by 15.2 million between 2000 and 2010. It is  more than half of the total U.S. population increase. Hispanic students are  also the students with the lowest academic achievement and highest drop out rate (2010).  The results of National Assessment of Education Progress show the continuous divide between White and Hispanic students. The 24-point score gap between the average reading scores of White and Hispanic fourth-grade students in 2015 did not show significant changes in comparison to either 2013 to 1992.  Given the current statistics, how can educators meet diverse learning needs of Hispanic students that are increasingly presented in the classrooms all over the country?  Research studies show that academic successes can be increased if students’ culture, language are addressed with appreciation, sensivity, and inclusion. (Grant & Tate, 1995; Jimenez, 1997). Learning barriers exist due to   teacher or school’s inability to accept and include students’ home cultures and languages. It  makes harder for students to move from prior home learning to new academic learning environment. (Gay, 1994; Nieto, 1999).Geneva Gay emphasizes  that culturally relevant pedagogy is crucial because it  attracts “the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant to and effective… It teaches to and through strengths of these students.”  A great number of  studies show that culturally responsive teaching processes address various cultural and language issues Hispanic students bring from home to school ( Banks & Banks, 2004; Garcia, 2004; Gay, 1995; Tatum, 1997; Wills et al., 2004).  In this case it is highly important to select and implement culturally responsive teaching strategies to meet diverse learning needs of Hispanic students.This current study aims to examine whether hispanic students’ academic performance can be enhanced with the incorporation of culturally responsive teaching strategies in elementary school setting.

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