Building the Case for Culturally Responsive Teaching in Physical Education: Using High School Students’ Perceptions Toward Multiethnic Groups

  • Debra Patterson California State University Fullerton
Keywords: culturally responsive teaching, physical education, teacher education, multicultural education

Abstract

Recent census data indicates student populations are changing drastically. It is essential to inform educators on the benefits of culturally responsive teaching with their students. Educators must be open to learning about their students and modifying their teaching to increase students academic success. Physical education offers a unique environment for students to be engaged with each other in a variety of learning opportunities. This study investigated high school students' perceptions toward multiethnic groups using a modified Multicultural Sensitivity Scale. Participants included 140 high school male and female students ages 14-18 years. Students voluntarily completed the 27-item 5-point Likert type questionnaire. Descriptive statistics were computed to determine differences in responses. Results indicated some students are open to learning about other cultures which is the first step in reducing prejudices and stereotypes. For educators, culturally responsive teaching provides opportunity to raise awareness and breakdown racial barriers within their school. 

Author Biography

Debra Patterson, California State University Fullerton

Debra Patterson, Ph.D. is an associate professor in the Department of Kinesiology at California State University Fullerton. Her research focuses on students and teachers perceptions in physical education.

Published
2012-09-28
How to Cite
Patterson, D. (2012). Building the Case for Culturally Responsive Teaching in Physical Education: Using High School Students’ Perceptions Toward Multiethnic Groups. Current Issues in Education, 15(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/876
Section
Articles