Keywords
cultural relevance, pedagogy, resources, student motivation
Abstract
This qualitative study examines the impact of culturally relevant resources on student engagement, motivation, and academic achievement in a language arts classroom. Since school curricula are increasingly scrutinized for their ability to reflect the historical and cultural diversity of student populations, this study investigates how integrating culturally relevant pedagogy can enhance learning outcomes. The study explores the student impact of blending culturally relevant teaching materials with traditional educational frameworks to foster a more inclusive and equitable classroom environment. By analyzing student feedback from a writing-intensive English course that utilized culturally relevant resources, the study seeks to provide insights into how such resources can influence student motivation and writing abilities, especially in diverse populations. The findings aim to contribute to the broader conversation on how educators can effectively meet the needs of all learners, offering an understanding of how culturally attuned teaching resources and practices can bridge the gap between students' cultural identities and academic expectations.
DOI
10.15760/nwjte.2025.20.2.7
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/44291
Recommended Citation
Ware, James D. and Stokes, Evan W.
(2025)
"Bridging Boundaries: Integration of Culturally Relevant Resources,"
Northwest Journal of Teacher Education: Vol. 20
:
Iss.
2
, Article 7.
DOI: https://doi.org/10.15760/nwjte.2025.20.2.7