[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590172-105":59,"doc-detail-590172-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-multilevel-framework-of-racism-as-a-barrier-to-teachersimplementation-of-culturally-relevant-pedagogy","A Multilevel Framework of Racism as a Barrier to Teachers’Implementation of Culturally Relevant Pedagogy","","The paper proposes a race-conscious, multilevel, ecological framework explaining how racism operates as a barrier to teachers’ implementation of culturally relevant pedagogy (CRP). It situates CRP as a set of beliefs and practices for culturally and linguistically diverse learners, then contrasts teachers’ positive intentions with classroom behaviors that reproduce racial disparities. The framework organizes obstacles across societal, institutional, and individual levels and discusses implications for teacher training and development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-multilevel-framework-of-racism-as-a-barrier-to-teachersimplementation-of-culturally-relevant-pedagogy/590172/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-multilevel-framework-of-racism-as-a-barrier-to-teachersimplementation-of-culturally-relevant-pedagogy/590172.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the paper address about culturally relevant pedagogy (CRP)?","Question",{"text":112,"@type":113},"It argues that while CRP’s tenets and student implications are well documented, fewer studies outline the multiple barriers teachers encounter when trying to implement CRP.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed framework explain racism as a barrier to CRP implementation?",{"text":117,"@type":113},"It presents a race-conscious, multilevel, ecological framework that highlights obstacles spanning societal, institutional, and individual contexts that teachers must navigate.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas are discussed for the paper’s implications for practice?",{"text":121,"@type":113},"The paper discusses implications for teacher training and development to better support teachers in implementing CRP despite contextual barriers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590172,1792103399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–14 DOI: 10. 1177/23328584221106193  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nA Multilevel Framework of Racism as a Barrier to Teachers’Implementation of Culturally Relevant Pedagogy  \nOlga Pagán  \nNew York University  \nCulturally relevant pedagogy (CRP; e.g., Ladson-Billings, 1995) is a set of beliefs and practices that aim to serve culturally and linguistically diverse student learners. Although a large body of work describes its tenets and permutations, and its implications for students, less work has been done to outline the myriad barriers that teachers face when trying to implement CRP. This paper addresses this gap by proposing a race-conscious, multilevel, ecological framework to illuminate the societal, institutional, and individual obstacles that teachers must navigate in the pursuit of CRP. Implications for teacher training and development are discussed.  \nKeywords: bioecological theory, culturally relevant pedagogy, culturally responsive teaching, race-conscious, teacher development  \nIntroduction  \nTeachers are the most proximal force shaping students’experiences in school. Extant research suggests that teachers are hugely influential in students’ academic, identity, and psychosocial development (Creemers & Kyriakides, 2007; Darling-Hammond, 2010; Duncan-Andrade, 2009) . However, despite most teachers’ positive intentions, racial disparities in classrooms are enacted principally, although often unconsciously (Ahram et al., 2011; P. Gregory et al., 2014; Vavrus & Cole, 2002), through teachers’ behaviors (Lewis & Diamond, 2015) . Teachers have lower academic and behavioral expectations for Students of Color than for White students, provide more negative feedback, and employ more punitive disciplinary actions (e.g., Scott et al., 2019; Tenenbaum & Ruck, 2007; U.S. Department of Education Office for Civil Rights [OCR], 2014) . These expectations and behaviors contribute to persistent racial disparities in student outcomes, including academic achievement, graduation rates, placement in gifted and talented and special education programs, and disciplinary experiences (Amemiya et al., 2019; Bal et al., 2019; de Brey et al., 2019; A. Gregory et al., 2010; Milner & Ford, 2007; Skiba et al., 2002; Stanford Center for Education Policy Analysis, 2019) .  \nOne pathway by which scholars and practitioners have proposed to combat these disparities is the use of culturally relevant pedagogy (CRP; Ladson-Billings, 1995) . This approach directly concerns itself with the promotion of positive, racially conscious attitudes and practices in the classroom (Banks, 1995; Gay, 2010; Ladson-Billings, 1995, 2014; Nieto, 2000; Steele & Cohn-Vargas, 2013) . CRP requires that  \nteachers hold high academic and behavioral expectations for their students, create meaningful connections between school and home, and cultivate critical reflection within themselves and their students (Gay, 2010; Ladson-Billings, 1995) . CRP has been linked to several positive academic and psychosocial outcomes for students, including increased engagement and connectedness to the content (Byrd, 2016; Hill, 2012; Hubert, 2013), more feelings of belonging, improved relationships with teachers (Coughran, 2012), higher test scores (Bui & Fagen, 2013; Rodriguez et al., 2004), and heightened sociopolitical awareness and critical analysis (Gutstein, 2003; Martell, 2013) .  \nAlthough a large body of work describes the tenets and permutations of CRP, and its implications for students, less work has been done to outline the myriad barriers that teachers face when trying to implement it. For example, a key requisite for enacting CRP is a teacher’s awareness of (a) their own racial identity and (b) the societal inequities that historicall","cbCaicqAJLmR3SaM","https://ap.wps.com/l/cbCaicqAJLmR3SaM","pdf",875846,14,"English","# Introduction\n## Teachers’ influence on student experiences\n## Disparities enacted through teacher behaviors\n## Culturally relevant pedagogy as a proposed pathway","[{\"question\":\"What gap does the paper address about culturally relevant pedagogy (CRP)?\",\"answer\":\"It argues that while CRP’s tenets and student implications are well documented, fewer studies outline the multiple barriers teachers encounter when trying to implement CRP.\"},{\"question\":\"How does the proposed framework explain racism as a barrier to CRP implementation?\",\"answer\":\"It presents a race-conscious, multilevel, ecological framework that highlights obstacles spanning societal, institutional, and individual contexts that teachers must navigate.\"},{\"question\":\"Which areas are discussed for the paper’s implications for practice?\",\"answer\":\"The paper discusses implications for teacher training and development to better support teachers in implementing CRP despite contextual barriers.\"}]","A Multilevel Framework of Racism as a Barrier to Teachers’Implementation of Culturally Relevant Pedagogy | PDF",1792068981,35]