Ethnic Identity

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Teachers and administrators that strive to increase motivation and academic success in their students have to become of aware that their student body is becoming more diverse and so many aspects of the school’s culture must be changed. Many schools have alienated their students that come from different ethnic backgrounds by failing to make that connection between self-identity and school identity. There are many different strategies that can be implemented by school staff to make these changes and increase motivation and academic success in their students, but it comes with hard work and dedication. Culturally responsive classrooms are a way to help teachers bridge that gap between self –identity and school identity and increase motivation in their students. What are culturally responsive classrooms? A culturally responsive classroom is an environment where teachers and administration address the needs and interest of children so that the children can reach academic success. The way the curriculum is created and presented to the students is major. When students feel included and feel like their identity is being represented in their learning they become motivated and engaged. When the students do not feel included they become disengaged and feel as if their teachers do not care. (Ford, 2010) Teachers who change their curriculum, behavior management strategies, and praise to be more culturally responsive see dramatic, positive changes in their students. Not only do the students respond openly to the change but there is a difference in their academic success. They are much more engaged, motivated and they are actually eager to learn. It is very important as a teacher to know your students and know what methods or strategies will wo... ... middle of paper ... ...ucation: A Conceptual Framework for Educational Researchers and Practitioners. Educational Psychologist, 46(4), 222-238. Shin, R. Q. (2011). The Influence of Africentric Values and Neighborhood Satisfaction on the Academic Self-Efficacy of African American Elementary School Children. Journal of Multicultural Counseling and Development, 39(4), 218-228. Trumbull, E., & Rothstein-Fisch, C. (2011). The Intersection of Culture and Achievement Motivation. School Community Journal, 21(2), 25-53. Ware, F. (2006). Warm Demander Pedagogy: Culturally Responsive Teaching that Supports a Culture of Achievement for African American Students. Urban Education, 41(4), 427-456. Warner, C. B. (2008). The Role of Ethnicity and Grade Level on the Motivational Orientation in Urban African American Middle School Students. Journal of Urban Learning, Teaching, and Research, 4, 135-147.

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