What Does a Culturally Sustaining Learning Climate Look Like?

Research output: Contribution to journalArticle

Abstract

A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators.

Original languageEnglish (US)
Pages (from-to)195-204
Number of pages10
JournalTheory into Practice
Volume56
Issue number3
DOIs
StatePublished - Jul 3 2017

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climate
teacher
learning
student
educator
classroom
student teacher
immigration
childhood
immigrant
curriculum
experiment
language
performance
evidence

ASJC Scopus subject areas

  • Education

Cite this

What Does a Culturally Sustaining Learning Climate Look Like? / Doucet, Fabienne.

In: Theory into Practice, Vol. 56, No. 3, 03.07.2017, p. 195-204.

Research output: Contribution to journalArticle

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