Appendix: Glossary and Explanations

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Representation

Stereotypes

Characters are portrayed in one-dimensional, simplistic ways based on one aspect of their culture. For example, African American men are repeatedly portrayed playing basketball; Asian characters are portrayed as really good at math; Latinx characters are repeatedly portrayed wearing sombreros. While some of these foods and outfits may be part of the culture, they are not customs for every Latinx, Asian, or African American person.

EXPLANATION OF SCORECARD QUESTIONS

If there is conflict in the storyline the characters of color are not mostly considered the problem. When conflicts arise people of color are not demonized and seen as a threat or the problem.

Social situations and problems are not seen as individual problems but situated within a societal context. This question is intended to identify if the text embeds the White American value/perspective of “pull yourself up by your bootstraps” and thus often portrays events as isolated and the responsibility of individuals, without accounting for systemic inequities such as poverty, war, unemployment, and discrimination.

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Social justice

Dominant Discourses

Conversations guided by the beliefs and/or perceptions of those in power. (Ex. A dominant discourse in history is that Christopher Columbus “discovered” America; there is also dominant discourse about kneeling for the anthem as unpatriotic).

Deficit Perspectives

Characterizing people, groups of people, or communities by perceived flaws or deficiencies, rather than by their strengths, talents and knowledge. (Ex. Some students don’t do well in school because the student’s community does not value education).

Microaggressions

The everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to persons based solely upon their marginalized group membership. (Ex. Stating that someone is articulate for being an immigrant).

Status Quo

The way things currently are (Ex. Despite living in one of the richest countries in the world, the large numbers of people who are food insecure or unemployed is the status quo; to raise the minimum wage to at least $15 so that most people can afford food and rent would be disrupting the status quo).

People of Color

A term used to capture a widely diverse group of people. (Ex. Latinx, Black/ African American, Asian American, Indigenous/Native, Middle Eastern, etc).

Patriarchal:

Systems, communities, or narratives that center male experiences, privilege, authority, perspectives, and power. (Ex. Most historical figures taught in school are men).

Marginalized

Pushed to the sidelines, oppressed, deemed less significant. (Ex. When people organize protests they do not always consider the accessibility of events so that differently-abled people can also voice their concerns, experiences, or demands; therefore whether intentional or unintentional, differently-abled people are silenced and marginalized).

Connect Learning to Real Life & Action

One of the most essential components of CRE is connecting or relating learning to students’ real life experiences, communities, and cultures. Another essential component of CRE is that students develop a critical consciousness - the ability to perceive systems of oppression and take action against them and the status quo. These systems of oppression can take the form of social concerns such as homelessness and affordable housing; political concerns such as citizenship and voting rights; and environmental concerns such as logging rainforests for profit.

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Teachers’ Materials

EXPLANATION OF SCORECARD QUESTIONS

Guidance is provided on teaching children of diverse identities in culturally responsive ways - including but not limited to English Language Learners. This question is intended to acknowledge the need for teachers materials to connect with and honor the unique cultural backgrounds of a wide range of students, rather than just trying to get them to meet standards.

Guidance is provided on being aware of biases and gaps between one’s own culture and the culture of their students. For example, teacher guidance could pose questions that encourage teachers to reflect on their own cultural upbringing, examine the assumptions and judgments they may make about other cultures, and pursue information and understanding of their students’ cultures.

Guidance is provided on engaging students in culturally sensitive experiential learning activities. Experiential learning - also referred to as “hands-on learning” - is learning by doing, and then reflecting on it, rather than passively absorbing information. This could include organizing or taking leadership in a community event, devising a solution to a real community problem, building a physical structure, creating a resource for use by the community, and countless other projects. Teacher guidance should include encouragement and opportunities for this type of learning.

Guidance includes, for specific lessons, a range of possible student responses that could all be valid. Culturally responsive teaching means that teachers value different ways of being, as well as different ways of knowing. Students from diverse cultures and backgrounds bring perspectives and experiences that enrich the classroom -- but not if the curriculum focuses on getting students to produce the one “right” answer. Teacher guidance should point out where student responses and perspectives may vary.

Guidance is provided on customizing and supplementing the curriculum to reflect the cultures, traditions, backgrounds and interests of the student population. Culturally responsive teaching must be continuously responsive to who is in the classroom and what they care about, as well as to the neighborhood, current events, media, and youth culture. Teacher guidance should point out where lessons offer opportunities to connect with these influences on students’ minds and lives.