2018/07/03 by Laura Kieran, Christine Anderson
Social Sciences · #Critical Race Theory in Education #School Choice and Performance #Teacher Education and Leadership Studies
paper · doi:10.1177/0013124518785012
crossref issued 2018/07/03 · crossref published 2018/07/03 · crossref published-online 2018/07/03 · openalex publication_date 2018/07/03 · crossref created 2018/07/04 · crossref published-print 2019/12/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
Urban students are increasingly diverse in race, culture, language, and background knowledge. Educators must consider how students’ differences affect learning and align pedagogies that address this diversity. Universal design for learning (UDL) has provided educators with a framework for differentiation to address learner differences. Using UDL principles without explicitly considering how cultural differences and perspectives affect learning may increase the disparity in student achievement for students of color. Likewise, the same applies to the effect of socioeconomic status or language development on students’ preparation for learning in a “typical” school environment. Culturally responsive pedagogies prompt educators to design instruction from the perspective of students’ diversity as strengths rather than deficits. Frequently overlooked aspects of culturally responsive pedagogy are compared with the facets of the UDL framework to provide teachers with additional considerations when planning for effective instruction.