What Does a Culturally Sustaining Learning Climate Look Like

Bibliographic Data

ID4977263
AuthorsFabienne Doucet (0000-0001-9587-4365, corresponding author)
Year2017
Volume56
Issue3
Pages195-204
Publication date2017-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2017.1354618
OpenAlexW2751299875
LanguageEN
Citations received10
References cited49

A solid base of research evidence exists to show that teachers' assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students' performance, to more recent research on teachers' underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators

Argument (complex analysis · Classroom climate · Curriculum · Developmental psychology · Early childhood · Early childhood education · Geography · Immigration · Mathematics education · Pedagogy · Perception · Population · Sociology · Critical Race Theory in Education · Medicine · Multilingual Education and Policy · Parental Involvement in Education · Psychology

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