Culturally Responsive Teaching can be defined as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students. Culturally responsive teaching is the behavioral expressions of knowledge, beliefs, and values that recognize the importance of racial and cultural diversity in learning. (Geneva Gay, 2010)
Check out this webinar on incorporating Culturally Responsive Pedagogy into Science Instruction!
https://www.youtube.com/watch?v=DvkRDdYjBz4
Implicit Bias refers to the attitudes, beliefs, or stereotypes that affect our judgments and behaviors towards others, often unconsciously. These biases are deeply ingrained and can influence our perceptions, decisions, and interactions, even when we are not aware of them. Implicit biases can manifest in various forms, such as racial, gender, or age biases, and can impact individuals' experiences and opportunities in educational, professional, and social settings.
Stereotype Threat refers to the phenomenon where individuals, particularly those from marginalized or stigmatized groups, experience anxiety or concern about confirming negative stereotypes related to their identity. When individuals perceive that they may be judged based on stereotypes associated with their group, they may experience increased pressure, self-doubt, and performance anxiety, leading to underperformance or diminished achievement in academic or evaluative settings. Stereotype threat can undermine confidence and hinder the full realization of individuals' potential and abilities.