ORELA Diversity, Equity & Cultural Responsiveness Flashcards

The concept of 'culturally sustaining pedagogy' (Django Paris) goes beyond culturally responsive teaching by:

Answer: Actively sustaining and revitalizing students' cultural and linguistic practices rather than just acknowledging them

Culturally sustaining pedagogy aims to perpetuate and foster students' linguistic and cultural pluralism as ends in themselves, not merely as bridges to dominant culture.

In Oregon, which protected class is specifically covered under state anti-discrimination law in schools that goes beyond federal law?

Answer: Sexual orientation and gender identity/expression under Oregon Revised Statutes

Oregon law explicitly protects students from discrimination based on sexual orientation and gender identity/expression in public schools, extending beyond federal civil rights protections.

What is the primary goal of 'asset-based' framing when discussing students from historically marginalized communities?

Answer: Centering students' strengths, knowledge, and community resources rather than deficits

Asset-based framing shifts the narrative from what students lack to what they bring, leading to higher teacher expectations and more equitable instructional practices.

A student discloses that their family does not celebrate mainstream US holidays. The culturally responsive teacher should:

Answer: Acknowledge the disclosure respectfully and ensure classroom practices are inclusive of diverse traditions

Acknowledging and accommodating diverse family practices demonstrates respect for students' identities and builds the trust essential for an inclusive learning environment.

Which Oregon state framework specifically addresses equity, inclusion, and belonging for students with multiple marginalized identities in K–12 schools?

Answer: Oregon's Statewide Equity Framework / ESSA State Plan equity provisions

Oregon's ESSA State Plan and Statewide Equity Framework outline commitments to closing opportunity gaps and improving outcomes for historically underserved student groups.

When a teacher holds consistently lower academic expectations for students based on their racial or socioeconomic background, this is an example of:

Answer: The Pygmalion effect / teacher expectation bias

The Pygmalion effect (Rosenthal & Jacobson) demonstrates that teacher expectations significantly influence student outcomes; lower expectations for marginalized groups perpetuate inequity.