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Copur-Gencturk, Y., Cimpian, Lubienski, S.T., & Thacker, I. (2019). Teachers' bias' against the mathematical ability of female, Black, and Hispanic students. Educational Researcher, 49(1), 30-43.
Garcia, C., & Chun, H. (2016). Culturally responsive teaching and teacher expectations for Latino middle school students. Journal of Latina/o Psychology, 4(3), 173-187.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. In Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Publications
Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193-212.
Mollie K. Galloway, Petra Callin, Shay James, Harriette Vimegnon & Lisa McCall (2019) Culturally Responsive, Antiracist, or Anti-Oppressive? How Language Matters for School Change Efforts, Equity & Excellence in Education, 52:4, 485-501, DOI: 10.1080/10665684.2019.1691959
Nelson, S. W., & Guerra, P. L. (2014). Educator beliefs and cultural knowledge: Implications for school improvement efforts. Educational Administration Quarterly, 50(1), 67-95.
Reinholz, D.L., Stone-Johnstone, A., & Shah, N. (2020). Walking the walk: Using classroom analytics to support instructors to address implicit bias in teaching. International Journal for Academic Development, 25(3), 259-272.
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85.