The vast majority of the institutions that comprise the Council of Christian Colleges and Universities (CCCU) fall short of their stated diversity objectives. In view of this gap in practice, the author argues that CCCU educators should explore Culturally Responsive Pedagogy's (CRP) transformative potential for the teaching and learning that takes place in their multicultural classrooms. This article examines several ways in which this approach challenges common majority-culture educators' assumptions about culture, power, and teacher-student roles and discusses suggestions for CCCU educators' professional development and personal transformation in light of CRP.
AcuffJ. B., HirakB., & NangahM. (2012). Dismantling a master narrative: Using culturally responsive pedagogy to teach the history of art education. Art Education, 65(5), 6–10.
2.
Alejano-SteeleA. J., HamingtonM., MacDonaldL., PotterP., SchaferS., SgoutasA., & HullT. (2011). From difficult dialogues to critical conversations: Intersectionality in our teaching and professional lives. New Directions for Teaching and Learning, 125, 91–100.
3.
AlfredM. V. (2009). Nonwestern immigrants in continuing higher education: A sociocultural approach to culturally responsive pedagogy. The Journal of Continuing Higher Education, 57, 137–148.
4.
AuK. (2009). Isn't Culturally Responsive Instruction just good teaching?Social Education, 73(4), 179–183.
5.
BartolomeL. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194.
6.
BourdieuP. (1990). In other words: Essays towards a reflexive sociology.Stanford, CA: Stanford University Press.
7.
Brown-JeffyS., & CooperJ. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84.
8.
ColvinJ., & ToblerN. (2013). Cultural speak: Culturally relevant pedagogy and experiential learning in a public speaking classroom. Journal of Experiential Education, 36(3), 233–246.
9.
CrantonP. (2006). Understanding & promoting transformative learning: A guide for educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.
10.
CrouchA. (2013). Playing God: Redeeming the gift of power.Downers Grove, IL: InterVarsity Press.
11.
DallavisC. (2011). “Because that's who I am”: Extending theories of culturally responsive pedagogy to consider religious identity, belief and practice. Multicultural Perspectives, 13(3), 138–144.
12.
Daloz ParksS. (2005). Leadership can be taught.Boston, MA: Harvard University Press.
13.
DoddC. H. (1998). Dynamics of intercultural communication (5th ed.). Boston, MA: McGraw-Hill.
14.
Duncan-AndradeJ. M. R., & MorrellE. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools.New York, NY: Peter Lang.
15.
DwyerB. (2006). Framing the effect of multiculturalism on diversity outcomes among students at historically black colleges and universities. Educational Foundations, 20(1-2), 37–59.
16.
Fasching-Varner, & SerikiV. D. (2012). Moving beyond seeing with our eyes wide shut: A response to ‘There is No Culturally Responsive Teaching Spoken Here.’Democracy Education, 20(1), Article 5.
17.
FreireP. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York, NY: Continuum.
18.
GarrodA., KilkennyR., & GomezC., (Eds.). (2007). Mi Voz, Mi Vida: Latino college students tell their life stories.Ithaca, NY: Cornell University.
19.
GayG. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
20.
GayG. (2010). Culturally responsive teaching: Theory, research and practice (2nd ed.). New York, NY: Teachers College.
21.
GinsbergM. B., & WlodkowskiR. J. (2009). Diversity and motivation: Culturally responsive teaching in college.San Francisco, CA: Jossey-Bass.
22.
GonzalesR. G. (2010). On the wrong side of the tracks: Understanding the effects of school structure and social capital in the educational pursuits of undocumented immigrant students. Peabody Journal of Education, 85, 469–485.
23.
GonzalezJ. C. (2007). Surviving the doctorate and thriving as faculty: Latina junior faculty reflecting on their doctoral studies experiences. Equity and Excellence in Education, 40, 291–300.
24.
GurinP., DayE. L., HurtadoS., & GurinG. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 7(3), 330–366.
25.
GusaD. L. (2010). White institutional presence: The impact of whiteness on campus climate. Harvard Educational Review, 80(4), 464–489.
26.
GutiérrezK. D., Baquedano-LopesP., & TejedaC. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286–303.
27.
GutiérrezK. D., & RogoffB. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.
28.
HayesC., & JuarezB. (2012). There is no culturally responsive teaching spoken here: A critical race perspective. Democracy & Education, 20(1), Article 1.
29.
HernandezR. R. (2012). Beyond ‘hospitality’: Moving out of the host-guest metaphor into an intercultural ‘world house.’ In LongmanK. A. (Ed.), Thriving in leadership: Strategies for making a difference in Christian higher education (pp. 223–242). Abilene, TX: Abilene University Press.
30.
HiebertP. G. (2009). The gospel in human contexts: Anthropological explorations for contemporary missions.Grand Rapids, MI: Baker Books.
31.
HooksB. (1994). Teaching to transgress: Education as the practice of freedom.New York, NY: Routledge.
32.
HowardG. R. (2006). We can't teach what we don't know: White teachers, multi-racial schools (2nd ed.). New York, NY: Teachers College Press.
33.
IrizarryJ. G. (2011). The Latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts.Boulder, CO: Paradigm Press.
34.
IrizarryJ. G., & RaibleJ. (2011). Beginning with El Barrio: Learning from exemplary teachers of Latino students. Journal of Latinos and Education, 10(3), 186–203.
35.
JabbarA., & HardakerG. (2013). The role of culturally responsive teaching for supporting ethnic diversity in British university business schools. Teaching in Higher Education, 18(3), 272–284.
36.
JayakumarU. M., VueR., & AllenW. R. (2013). Pathways to college for young black scholars: A community cultural wealth perspective. Harvard Educational Review, 83(4), 551–579.
37.
JettC. C. (2012). Let's produce culturally responsive pedagogues on deck. Democracy & Education, 20(1), Article 16.
38.
JoeckelS., & ChesnesT. (Eds.). (2012). The Christian college phenomenon: Inside America's fastest growing institutions of higher learning.Abilene, TX: Abilene Christian University Press.
39.
Ladson-BillingsG. (1995a). “But that's just good teaching”: Toward a theory of culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
40.
Ladson-BillingsG. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
41.
LeeE. M., & KramerR. (2013). “Out with the old, in with the new?” Habitus and social mobility at selective colleges. Sociology of Education, 86(1), 18–35.
42.
LivermoreD. A. (2009). Cultural intelligence: Improving your CQ to engage our multicultural world.Grand Rapids, MI: Baker Books.
43.
MarsdenG. (2012). Moving up the slippery slope. In JoeckelS., & ChesnesT. (Eds.), The Christian college phenomenon: Inside America's fastest growing institutions of higher learning (pp. 329–340). Abilene, TX: Abilene Christian University Press.
44.
MartyM. (2012). The secular challenges and resources for addressing them. In JoeckelS., & ChesnesT. (Eds.), The Christian college phenomenon: Inside America's fastest growing institutions of higher learning (pp. 341–351). Abilene, TX: Abilene Christian University Press.
45.
MollL., AmantiC., NeffD., & GonzalezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.
46.
NietoS. (2010). The light in their eyes: Creating multicultural learning communities (10th anniversary ed.). New York, NY: Teachers College Press.
47.
NietoS., & IrizarryJ. (2012). Instructional practices and approaches. Association of Mexican-American Educators Journal, 6(3), 17–21.
48.
NievesA. L. (2012). Race and ethnicity in CCCU schools: Rhetoric and reality. In JoeckelS., & ChesnesT. (Eds.), The Christian college phenomenon: Inside America's fastest growing institutions of higher learning (pp. 199–210). Abilene, TX: Abilene Christian University Press.
49.
NunezA., & CrispG. (2012). Ethnic diversity and Latino/a college access: A comparison of Mexican American and Puerto Rican beginning college students. Journal of Diversity in Higher Education, 5(2), 78–95.
50.
PalmerP., & ZajoncA. (2010). The heart of higher education: A call to renewal-transforming the academy through collegial conversations.San Francisco, CA: Jossey-Bass.
51.
PapamihielN. E., & MorenoM. (2011). Retaining Latino students: Culturally responsive instruction in colleges and universities. Journal of Higher Education, 10(4), 331–344.
52.
Paredes-CollinsK. (2009). Institutional priority for diversity at Christian institutions. Christian Higher Education, 8, 280–303.
PazmiñoR. W. (2002). Principles and practices of Christian education: An evangelical perspective.Grand Rapids, MI: Baker Books.
55.
PerezJ. (2013). Diversity at Christian colleges: It's about mission. Christian Higher Education, 12(1-2), 20–34.
56.
PhuntsogN. (1998, April 12–17). The magic of culturally responsive pedagogy: In search of the genie's lamp in multicultural education. Paper presented at annual meeting of the American Education Research Association, San Diego, CA.
57.
PollockM. (2004). Colormute: Race talk dilemmas in an American school.Princeton, NJ: Princeton University Press.
58.
RahS. (2009). The next evangelicalism: Freeing the church from western cultural captivity.Downers Grove, IL: InterVarsity Press.
59.
RamirezA. D. (2012). Latino cultural knowledge in the social studies classroom. Journal of Hispanic Higher Education, 11(2), 213–226.
60.
ReyesJ. R. (2013). Particularity and integration: Understanding of ecocultural niches and their implication for fostering diversity within Christian colleges and universities. Christian Higher Education, 12(1-2), 35–50.
61.
ReyesR., & CaseK. F. (2011, January 28). National profile on ethnic/racial diversity of enrollment, graduation rates, faculty, and administrators among the Council for Christian Colleges & Universities. 2nd Report at 35th Annual CCCU Presidents Conference, Washington, D. C.
62.
Rios-AguilarC., KiyamaJ. M., GravittM., & MollL. C. (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163–184.
63.
RodriguezG. M. (2013). Power and agency in education: Exploring the pedagogical dimensions of funds of knowledge. Review of Research in Education, 37, 87–120.
64.
SalazarM. C. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as journey toward liberation. Review of Research in Education, 37, 121–148.
65.
SchreinerL. A., & YoungK. K. (2011). Outcomes of a Christian college education: A comparison of CCCU students' gains to the national aggregate. Christian Higher Education, 10, 324–352.
66.
ScherffL., & SpectorK. (2011). Culturally relevant pedagogy: Clashes and confrontations.Lanham, MD: Rowman and Littlefield.
67.
ShawJ. (2012). The skin that we sing: Culturally responsive choral music education. Music Educators Journal, 98(4), 75–81.
68.
SleeterC. E. (2011). An agenda to strengthen culturally responsive pedagogy. English Teaching: Practice and Critique, 10(2), 7–23.
69.
SmithD. G. (2009). Diversity's promise for higher education: Making it work.Baltimore, MD: John Hopkins University Press.
70.
SmithM. C. (2011, January 28). Race, rates and religion: The relationship between black graduation rates and evangelical religious affiliation at private colleges and universities. Presentation at the 35th Annual CCCU Presidents Conference, Washington, D.C
71.
SprattI., HonigsfeldA., & CohanA. (2012). A self-study of culturally responsive pedagogy and reflective practice. Teacher Education and Practice, 25(1), 52–67.
72.
TaylorD. L. (2013). Culturally relevant pedagogy and behaviors: A study of faculty beliefs at six Christian postsecondary institutions. Christian Higher Education, 12(1), 51–73.
73.
TaylorD. L., Van ZandtC., & MenjaresP. C. (2013). Developing culturally competent faculty: A cognitive, affective, and spiritual model. Christian Higher Education, 12(1-2), 110–121.
74.
TisdaleE. J. (2006). Spiritualty, cultural identity, and epistemology in culturally responsive teaching in higher education. Multicultural Perspectives, 8(3), 19–25.
75.
TrompenaarsF., & Hampden-TurnerC. (2012). Riding the waves of culture: Understanding diversity in global business (3rd ed.). New York, NY: McGraw-Hill.
76.
ValdezT. M., & LuggC. (2010). Community cultural wealth and Chicano/Latino students. Journal of School Public Relations, 31(3), 224–237.
77.
VillegasA. M., & LucasT. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
78.
VillegasA. M., & LucasT. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28–33.
79.
WallersteinI. (2005). Latin@s: What's in a Name? In GrosfoguelR., Latin@s in the World-System: Decolonization Struggles in the Twenty-first Century U.S. Empire (pp. 31–39). Boulder, CO: Paradigm Press.
80.
WeeksD. L., & IsaakD. G. (2012). A coda on faith, learning and scholarly rigor. In JoeckelS., & ChesnesT. (Eds.), The Christian college phenomenon: Inside America's fastest growing institutions of higher learning (pp. 57–71). Abilene, TX: Abilene Christian University Press.
81.
WeilbacherG. (2012). Standardization and whiteness: One and the same?Democracy & Education, 20(1), Article 15.
WorthamS., & ContrerasM. (2002). Struggling toward culturally relevant pedagogy in the Latino diaspora. Journal of Latinos and Education, 1(2), 133–144.
84.
YanceyG. (2010). Neither Jew nor Gentile: Exploring issues of racial diversity on Protestant college campuses.Oxford, UK: Oxford University Press.
85.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91.
86.
YossoT. J., & SolorzanoD. G. (2005). Conceptualizing a critical race theory in sociology In RomeroM., & MargolisE. (Eds.), The Blackwell companion to social inequalities (pp. 117–146). London, UK: Blackwell.
87.
ZipinL. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–331.
