Examining factors that influence pedagogy: a case study of three culturally relevant teachers

Culturally Relevant Pedagogy is argued by some experts to have the potential to narrow the racial achievement gap between African American students and other racial groups. However, few teachers obtain the necessary experiences to use this reform-oriented strategy to create effective learning environments for African American students. This mini-ethnographic case study describes the relevant personal and professional experiences of three expert culturally relevant teachers at an urban elementary school. The findings of this study indicated that mentors, practice and reflection were essential components of the professional learning experiences teachers required to transform their instructional practices. Data analysis indicated that while mentors facilitated the development of critical knowledge and skills, the teachers' innovative and empathetic dispositions may have predisposed them to being willing to use alternative instructional practices. Additional analysis of the data also suggested teachers who may not be initially oriented toward using CRP in culturally diverse classrooms in fact benefit from exposure to high quality professional training in order to help transition from using conventional to reform-oriented strategies.