The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings indicate that students were more receptive to the virtual programming than their traditional schooling (pre-COVID), which positively affected their racial-ethnic and learner identities. Given the findings, implications for educational stakeholders are discussed.
AllenA.ScottL. M.LewisC. W. (2013). Racial microaggressions and African American and Hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117–129.
2.
AlridgeD. P. (2006). The limits of master narratives in history textbooks: An analysis of representations of Martin Luther King, Jr. Teachers College Record, 108(4), 662–686.
3.
AlridgeD. P. (2015). The ideas and craft of the critical historian of education. In Critical approaches to the study of higher education: A practical introduction (pp. 103–129). JHU Press.
4.
Amoako KayserA.KayserB.HolmstromL.Brazil KeysB. L. (2021). “We appreciate what you are doing, but you are doing it wrong”: Two schools address school-family tensions through culturally responsive family partnerships. Taboo: The Journal of Culture and Education, 20(2), 2.
5.
AronsonB.LaughterJ. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
BiglerR. S.AverhartC. J.LibenL. S. (2003). Race and the workforce: Occupational status, aspirations, and stereotyping among African American children. Developmental Psychology,39 (3), 572–580. https://doi.org/10.1037/0012-1649.39.3.572
9.
BondyE.HambacherE.MurphyA. S.WolkenhauerR.KrellD. (2015). Developing critical social justice literacy in an online seminar. Equity & Excellence in Education,48(2), 227–248. https://doi.org/10.1080/10665684.2015.1025652
10.
Brown-JeffyS.CooperJ. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly,38(1), 65–84.
ByrdC. M. (2019). A measure of school racial socialization and quality of intergroup interactions. Cultural Diversity and Ethnic Minority Psychology, 25(2), 137. https://doi.org/10.1037/cdp0000202
Daniel, J., Malone, H. L. S., & Kirkland, D. E. (2020). A step closer to racial equity: Towards a culturally sustaining model for community schools. Urban Education, 0042085920954906.
17.
Darling-AduanaJ.GoodA.GeraghtyE. (2022). The culture of power online: An analysis of cultural responsiveness and relevance in online high school courses. Urban Education,57(4), 714–742.
18.
Darling-AduanaJ.HeinrichC. (2020). The potential of telepresence for increasing advanced course access in high schools. Educational Researcher,49(6), 415–425.
19.
DeciE. L.RyanR. M. (2002). Self-determination research: Reflections and future directions, In DeciE. L.RyanR. M. (Eds.), Handbook of self – determination theory research (pp. 431–441). University of Rochester Press.
20.
DeeT. S.PennerE. K. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127–166.
21.
DicksonG. L.ChunH.FernandezI. T. (2016). The development and initial validation of the student measure of culturally responsive teaching. Assessment for Effective Intervention,41(3), 141–154. https://doi.org/10.1177/1534508415604879
EcclesJ. S.RoeserR.WigfieldA.Freedman-DoanC. (1999). Academic and motivational pathways through middle childhood. In BalterL.Tamis-LeMondaC. S. (Eds.), Child psychology: A handbook of contemporary issues (pp. 287–317). Psychology Press.
24.
EcclesJ. S.RoeserR. W. (2009). Schools, academic motivation, and stage-environment fit. In LernerR. M.SteinbergL. (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (pp. 404–434). John Wiley & Sons Inc. https://doi.org/10.1002/9780470479193.adlpsy001013
25.
Gillen-O’NeelC.RubleD. N.FuligniA. J. (2011). Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood. Child Development, 82(5), 1470–1485. https://doi.org/10.1111/j.1467-8624.2011.01621.x
GuthrieK. L.McCrackenH. (2010). Teaching and learning social justice through online service-learning courses. The International Review of Research in Open and Distance Learning,11(3), 78–94. https://doi.org/10.19173/irrodl.v11i3.894
30.
GutsteinE. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice.Taylor & Francis.
31.
HarrisJ. (2015). Media literacy and perceptions of identity among pre-adolescent African-American girls. International Journal of Child and Adolescent Health, 8(4), 477.
32.
HarrisJ.KrugerA. C. (2021). Exploring the influence of racial-ethnic and gender identity on the prosocial behaviors of African American adolescent males. Youth & Society, 53(3), 512–535.
33.
HeinrichC. J.Darling-AduanaJ.GoodA. (2020). Equity and quality in digital learning: Realizing the promise in K–12 education.Harvard Education Press.
34.
HeinrichC. J.Darling-AduanaJ.GoodA. G.ChengH. (2019). A look inside online educational settings in high school: Promise and pitfalls for improving educational opportunities and outcomes. American Educational Research Journal,56(6), 2147–2188. https://doi.org/10.3102/0002831219838776
35.
Hipolito-DelgadoC. P.ZionS. (2017). Igniting the fire within marginalized youth: The role of critical civic inquiry in fostering ethnic identity and civic self-efficacy. Urban Education, 52(6), 699–717. https://doi.org/10.1177/0042085915574524
36.
HughesD.RodriguezJ.SmithE. P.JohnsonD. J.StevensonH. C.SpicerP. (2006). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747. https://doi.org/10.1037/0012-1649.42.5.747
37.
HurleyE. A.LeathS. C.HurleyS. P.PaulettoE. (2019). Communalism versus race/ethnicity: Which predicts what pedagogical strategies will be culturally relevant? Or do you need both?Urban Education, 0042085919838012.
38.
JacobB.BergerD.HartC.LoebS. (2016). Can technology help promote equality of educational opportunities?RSF: The Russell Sage Foundation Journal of the Social Sciences,2(5), 242–271. https://doi.org/10.7758/RSF.2016.2.5.12
39.
JagersR. J.Rivas-DrakeD.WilliamsB. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
40.
Ladson-BillingsG. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal,32(3), 465–491.
Ladson-BillingsG.TateW. F. (2006). Toward a critical race theory of education. Teachers College Record,97(1), 47–68.
43.
LarsonK. E.PasE. T.BradshawC. P.RosenbergM. S.Day-VinesN. L. (2018). Examining how proactive management and culturally responsive teaching relate to student behavior: Implications for measurement and practice. School Psychology Review, 47(2), 153–166.
44.
LaughterJ. C.AdamsA. D. (2012). Culturally relevant science teaching in middle school. Urban Education,47(6), 1106–1134.
45.
LegetteK. B.HopeE. C.HarrisJ.GriffinC. B. (2021). Integrating culturally relevant pedagogy with teacher social and emotional competencies and capacities training to support racially minoritized students. In Motivating the SEL field forward through equity (Vol. 21, pp. 99–112). Emerald Publishing Limited.
LiouD. D.MartinezA. N.Rotheram-FullerE. (2016). “Don’t give up on me”: Critical mentoring pedagogy for the classroom building students’ community cultural wealth. International Journal of Qualitative Studies in Education, 29(1), 104–129. https://doi.org/10.1080/09518398.2015.1017849
48.
MartinD. B. (2010). Liberating the production of knowledge about African American children and mathematics. In MartinD. B. (Ed.), Mathematics teaching, learning, and liberation in the lives of black children (pp. 3–38). Routledge.
MilnerH. R.IV (2012). But what is urban education?Urban Education,47(3), 556–561. https://doi.org/0.1177/0042085912447516
51.
NewmannF.WehlageG.LambornS. (1992). The significance and sources of student engagement. In NewmannF. (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). JHU Press.
52.
ParisD.AlimH. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review,84(1), 85–100.
53.
ParisD.AlimH. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
54.
ParkS.PaulickJ. (2021). An inquiry into home visits as a practice of culturally sustaining pedagogy in urban schools. Urban Education.
55.
QuintanaS. M. (2007). Racial and ethnic identity: Developmental perspectives and research. Journal of Counseling Psychology, 54(3), 259.
56.
RafalowM. H. (2020). Digital divisions: How schools create inequality in the tech era.University of Chicago Press.
57.
Renaissance Learning. (2021b). How kids are performing: Tracking the impact of COVID-19 on reading and mathematics achievement. Renaissance Special Report Series, Spring 2021 Edition. Retrieved fromhttps://www.renaissance.com/how-kids-are-performing/
58.
RichardsonJ. C.MaedaY.LvJ.CaskurluS. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior,71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001
SantosC. E.KornienkoO.Rivas-DrakeD. (2017). Peer influence on ethnic-racial identity development: A multi-site investigation. Child Development, 88(3), 725–742.
61.
ScotthamK. M.SellersR. M.NguyênH. X. (2008). A measure of racial identity in African American adolescents: The development of the Multidimensional Inventory of Black Identity—Teen. Cultural Diversity and Ethnic Minority Psychology,14(4), 297. https://doi.org/10.1037/1099-9809.14.4.297
62.
ShevalierR.McKenzieB. A. (2012). Culturally responsive teaching as an ethics-and care-based approach to urban education. Urban Education,47(6), 1086–1105.
63.
SmithD. R.AyersD. F. (2006). Culturally responsive pedagogy and online learning: Implications for the globalized community college. Community College Journal of Research and Practice, 30(5–6), 401–415. https://doi.org/10.1080/10668920500442125
64.
SuizzoM. A.JacksonK. M.PahlkeE.McClainS.MarroquinY.BlondeauL. A.HongK. (2016). Parents’ school satisfaction and academic socialization predict adolescents’ autonomous motivation: A mixed-method study of low-income ethnic minority families. Journal of Adolescent Research, 31(3), 343–374.
65.
TatumB. D. (2000). The complexity of identity: Who am I. Readings for Diversity and Social Justice, 2, 5–8.
66.
UkpokoduO. N. (2008). Teachers’ reflections on pedagogies that enhance learning in an online course on teaching for equity and social justice. Journal of Interactive Online Learning,7(3), 227–255.
WaltersA. (2020). Inequities in access to education: Lessons from the COVID-19 pandemic. The Brown University Child and Adolescent Behavior Letter, 36(8), 8–8. https://doi.org/10.1002/cbl.30483
70.
WongT. K.ParentA. M.KonishiC. (2019). Feeling connected: The roles of student–teacher relationships and sense of school belonging on future orientation. International Journal of Educational Research, 94, 150–157.
71.
YuE. (2022). The impact of culturally inclusive pedagogy on student achievement in a multicultural urban school setting. Urban Education,57(1), 135–153.
72.
ZochM. (2017). “It’s important for them to know who they are”: Teachers’ efforts to sustain students’ cultural competence in an age of high-stakes testing. Urban Education, 52(5), 610–636.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
