Exploring Cultural Responsiveness in Literacy Tutoring

Abstract

Embracing a culturally responsive teaching pedagogy in classrooms is one means for addressing literacy inequities with students of color. Afterschool literacy tutoring is another means of addressing these inequities, but little is known about implementing culturally responsive teaching in afterschool environments. This qualitative case study explored how cultural differences impacted an urban elementary afterschool literacy tutoring program. Grounded in participatory literacy theory, the authors conclude that it is normal for cultural differences to occur and cause disruptions during tutoring; however, culturally responsive teaching can mitigate these interruptions through developing caring relationships, creating a safe learning environment, implementing a participatory student-centered curriculum using online resources, and critiquing social inequalities. The discussion offers seven principles of culturally responsive teaching to use in literacy instructional environments.