Ladson Billings Quotes

Addressing the cultural differences between teachers and students requires what educational researcher Gloria Ladson-Billings describes as culturally relevant pedagogy.7 This approach to teaching advocates for a consideration of the culture of the students in determining the ways in which they are taught. Unfortunately, this approach cannot be implemented unless teachers broaden their scope beyond traditional classroom teaching.

Fostering cultural competence as conceived by Ladson-Billings (1994) is not problematic if mainstream U.S. culture reflects and resonates with students’ cultural identities. In the instances in which students’ cultural identities and mainstream U.S. culture are not in sync and students’ cultural identities are marginalized, this cultural competence “uses student culture in order to maintain it [student culture] and to transcend the negative effects of the dominant culture” (Ladson-Billings 1994, p. 17).

Cultivating an atmosphere of respect through caring relationships is particularly significant for Latino and Latina students (Garza 2008) as it is a critical source of motivation for Latino and Latina students who may feel marginalized by the schooling process (Perez 2000). Ladson-Billings (2009) found that the ability to form positive relationships between students and teacher was one of the most important criteria for identifying exemplary CRP educators. Gay (2000) emphasizes that the actual sites for determining successful learning resides in the interactions between learners—and between learners and their teacher. The fact that this positive student-teacher relationship was missing adds another dimension to the explanation of student nonperformance.

Gloria Ladson-Billings says that successful teachers of low-income, culturally diverse children know that their students are "school dependent." What she means is that while children from more privileged backgrounds can manage to perform well in school and on high-stakes tests in spite of poor teachers, children who are not a part of the mainstream are dependent upon schools to teach them whatever they need to know to be successful.

Ladson-Billings (1994) and others emphasize that the point of culturally responsive teaching isn’t just about getting along with students but to use that connection to stretch and empower them as learners.