Sessions: 3 & 4
Supaman’s presentation combines Native American culture, comedy and urban hip hop culture. He will speak on how dance and his music have helped him overcome challenges and discover a platform for sharing messages of hope and educating others on Indigenous issues. His presentation will also address ways in which educators can build relationships with students while embracing and celebrating their cultures.Culturally Responsive Teaching: The Essentials
Richard Milner IV
Sessions: 1, 2, & 3
What is culturally responsive teaching, and how might culturally responsive practices meet the social and academic needs of students? The session highlights conceptions and tools teachers and school leaders might consider to address and meet the needs of all students, especially students living below the poverty line, those whose first language is not English, those who are Black and Brown, and those who might experience outside of school challenges across the United States. Particular attention will be placed on student assets and teacher practices that support students. Instructional practices that are culturally responsive to the very humanity of students will be addressed for classroom and school transformation.Culturally Responsiveness
Dr. Donald Easton-Brooks
In his book Ethnic Matching: Academic Success of Students of Color, Dr. Donald Easton-Brooks addresses the academic success of students of color in U.S. public schools by exploring the impact of ethnic matching (i.e., the pairing of teachers of color with students of the same race/ethnicity). His research has shown that ethnic matching has a significantly positive and longitudinal impact on the academic outcomes of students of color. While students of color academically benefit from this approach, research has also shown that there is a profound challenge in recruiting and—more importantly—retaining teachers of color. This leads to a continuing disproportion of White teachers teaching an ever-growing U.S. population of students of color. Moreover, it is predicted that by 2025, students of color will represent over 50% of the public-school population. Given that we know the academic success of students of color can increase when they are taught by a teacher of color, this book address why this factor may exist by examining the practices quality teachers of color bring to the table as a way to assist in developing all teachers to effectively connect to an ever-growing ethnically and linguistic diverse public school student population.