Cultural Responsiveness, Racial Identity and Academic Success: A Review of the Literature

Cultural Responsiveness, Racial Identity and Academic Success: A Review of the Literature

Seeking guidance in developing a framework for investing in culturally responsive arts education, the Piitsburgh-based Heinz Endowments commissioned George Mason University assistant professor Mary Stone Hanley and University of North Carolina professor George Noblit to review the existing literature on race, ethnicity, and education. Their report, Cultural Responsiveness, Racial Identity and Academic Success: A Review of the Literature (91 pages, PDF), concludes that the endowments should work to promote culturally responsive pedagogy that emphasizes positive racial identity in order to promote academic achievement and resilience. However, the authors warn that such efforts will have to overcome challenges, including the belief held by some that students need to play down their culture and racial identity in order to succeed academically.