Culturally sustaining pedagogy and the development of student self-efficacy as a pathway to equity: a qualitative case study

Abstract

This qualitative case study examined how six educators utilized professional development training designed to foster equity in the classroom through culturally sustaining pedagogy, critical reflection, and the development of student self-efficacy. Research participants engaged in professional learning during the Fall or Spring of 2018-2019 and this study, two years later, looked for continued demonstrations of this learning and its impact on teaching and learning in culturally responsive classrooms. The current educational environment is one in which racial tensions and historic structures of inequity are increasingly more questioned, but rarely are there actionable strategies for radically improving learning outcomes for marginalized students. Transforming teaching and learning environments to be antiracist and liberatory may well require educators understand the historical context of their current structures, curriculum, practices, and disengaged learners. The research questions sought to understand the relationships between critically reflective teachers, the use of culturally sustaining practices, and the shifts in a student’s self-efficacy. Previous literature study provided evidence that Black, Brown, Indigenous, and Students of Color participating in self-efficacy research studies revealed low self-efficacy and academic efficacy in Black and Brown students, especially males. Further studies sighted the lowering of classroom expectations, teacher failure to believe in intellectual capacity, and disengaging, culturally exclusive curriculum as further evidence in the low self-efficacy and academic success of marginalized students. The use of culturally responsive curriculum also had marginal success in developing a student’s self-efficacy and academic efficacy if students reported their teachers’ belief in their intellectual capacity was less than that of their peers. During the literature review search, there was an absence of studies that attempted to examine a student’s self-efficacy and increased abilities as a result of the convergence of a) critically reflective teachers who have interrogated their deficit ideology and confirmation biases based upon historical racial exclusion, b) the presence of culturally sustaining practices, and c) a teachers intentional and routine development of student self-efficacy. As a bounded case study, data was collected through online survey, two classroom observations, lesson plans and/or unit documents, and three-part interviews. This research was collected during the Covid-19 pandemic and the findings were influenced by the constraints of teaching and learning in a hybrid environment. The key findings of this study may add to a body of study regarding student self-efficacy and academic efficacy. Evidence showed the depth of a teacher’s critical reflection did impact student self-efficacy. Teacher beliefs matter. The data provided emerging evidence that teacher beliefs impact how educators maintain learning barriers or create opportunities beyond utilizing culturally sustaining practices. Data suggested teacher beliefs about student intellectual capacity resulted in higher expectations or beliefs than those that maintained deficit ideology and confirmation biases; and thus, impacted student self-efficacy and academic success. Also evidenced was the influence of teacher beliefs on the critical development of curriculum. Critically conscious and reflective teachers showed clear commitment to deconstruct practices within curriculum and instruction, though culturally sustaining practice could be utilized during instruction without shifting student self-efficacy, nor have a positive impact on student academic success. Student self-efficacy routines were shown to be more routinely and intentionally incorporated by educators with a deeper understanding of historical power structures and the resulting disenfranchisement and lowered success of their marginalized students. Findings suggested the convergence of these three may increase student self-efficacy and academic success. Four of the six educators within this study were consistently employing culturally sustaining practices, deepening and expanding their critical reflection, and learning to develop their students’ self-efficacy. This study has potential implications for professional development as districts and buildings attempt to develop equity. Implications for curriculum and instructional coaches as they serve to improve teaching and learning can be found in suggested high impact teaching practices. The use of the culturally sustaining teaching and learning framework would benefit administration in shifting district mission of equity from theory to measurable and observable practices. Overall, this study has shown the theoretical applications of equity work must dramatically shift to also include teacher learning about historical systems alive and well in education, the actionable strategies of culturally sustaining pedagogy, and the importance of developing marginalized students’ self-efficacy to see significant academic success. The potential of professional learning to significantly impact student academic success has clear evidence when equity work is supported with actionable strategies. This study also implies the need for professional development to interrupt historical systems and interrogate personal bias, develop culturally sustaining practices and curriculum, and urgently develop routines that not only show students' their teachers believe in their capacity, but also increase a student’s belief in their own academic potential. The greater implication for educators, considering the supporting literature reviews in conjunction with this study, supported the critical reflection of educators as an essential component of student success. Educators that employed culturally sustaining practices had an impact on student access to academic opportunities and success, but their critical reflection in conjunction with their practice was crucial. Finally, educators that believed in their students’ capacity, especially those that had considered the historical systems that had thwarted their academic opportunity had more success incorporating routines of self-efficacy for their marginalized students and supporting their academic success.