Abstract
We examined three sections of a basic statistics courses to determine if Culturally Responsive Pedagogy (CRP) improves student understanding. Through the analysis of students’ math placement scores and grades as well as interviews, we sought to understand CRP’s impacts and whether it could be applied more generally to other math-based courses. Due to low turnout as well as the inability to examine a larger sample, neither a positive nor negative correlation could be made, although there is anecdotal evidence of the students’ beneficial experiences.
mathematics in education, cultural identity, culturally relevant pedagogy, cultural discontinuity, self-efficacy, Historically Black Colleges and Universities (HBCU), and STEM.