Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6.

The purpose of this trends and issues paper is to advance the search for creative solutions to the difficulties experienced by minority students and to draw attention to what teachers need to know and do in order to work effectively with a culturally heterogeneous population. Attention is given to the schooling of minority students in general, with an emphasis on the experiences of African Americans, Hispanics, and American Indians. The paper is divided into three major sections: (1) a review of themes that emerged from the literature (explanations for the differential achievement of minority students and culturally responsive pedagogy); (2) implications from the research for the assessment of beginning teachers; and (3) concluding remarks. The empirical and theoretical literature examined is highly critical of the educational system with regard to the teaching of minority children. This element is balanced by an equally strong commitment to instructional practices that will afford these children a fair chance to prove their talent. The literature also confirms that teachers can have a positive impact on the academic growth of minority students if they are sensitive to the cultural characteristics of the learners, and have the skills needed to accommodate these characteristics in the classroom. A bibliography of approximately 160 titles concludes the volume. (LL)