Chapter 7:: Considering Incompatibility: Promoting Culturally Relevant Teaching and Learning in the United States and New Zealand

Culturally and linguistically diverse students are at heightened risk for identification in specific high-incidence categories such as intellectual disability, specific learning disability, and emotional disturbance (Donovan & Cross, 2002). Research demonstrates that there are far lower placement rates of culturally and linguistically diverse students in gifted programs; and overall achievement gaps persist between students of color and their white peers (Ford, 1998; Artiles, Harry, Reschly, & Chinn, 2002). Current research about the achievement of culturally and linguistically diverse (CLD) students,¹ however, confirms that all students can and do achieve given the right learning conditions (Donovan & Cross, 2002; Gándara, 2000). Unexamined indicators of issues related to power and privilege, educators’ lack of knowledge about culturally responsive instructional practices, and cultural mismatch between home and school expectations are three significant factors contributing to achievement gaps among student groups. This suggests that many schools are not addressing the educational needs of students from non-dominant backgrounds, such as those students considered as having ability differences, low socio-economic status, or culturally and linguistically diverse backgrounds as indicated by national, state and district achievement and discipline data (e.g., Apple, 1996).