Communalism Versus Race/Ethnicity: Which Predicts What Pedagogical Strategies Will Be Culturally Relevant? Or Do You Need Both?

Abstract

Research on Culturally Relevant Pedagogy claims that culture drives students’ attitudes and behaviors to determine what learning contexts best scaffold learning but operationalizes race/ethnicity. This study extends the developmental range of this work and compares race/ethnicity and self-reported group orientation as predictors. In total, 138 high school (Study 1) and 118 college (Study 2) students completed a math task after a learning session. Race/ethnicity alone was not predictive. High group orientation students performed best after communal learning, while low scorers did best after competitive learning in both studies. This was true for Black participants only. More nuanced examination of these issues is needed.

Keywords

communalism math learning African Americans achievement gap adolescents culturally relevant pedagogy urban contexts

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