One key to learner success is extended time spent actively engaged in learning. While adult learners have numerous barriers to attending class, the most effective programs focus on ways to retain students by enhancing their motivation. Culturally responsive and sustaining programs accomplish this by replacing mainstream teaching practices with those grounded in students’ experiences. In contrast to traditional approaches, culturally responsive and sustaining teaching places students’ backgrounds at the core of the learning process and utilizes students' “cultural knowledge, prior experiences, frames of reference, and performance styles” (Gay 2000, 29). However, implementing these practices can be daunting as the capacities of adult education programs vary greatly and guiding resources are limited.

In this two-part webinar series, a summary of culturally responsive and sustaining teaching theory will be followed by program self-assessment and action planning based in critical reflection and cultural competence. Participants will explore the multifaceted nature of cultural identity and the impact of intersectionality on both learning and teaching as they explore strategies that place culture at the center of the learning process. Throughout the series, attention will be given to the varied and diverse contexts of ABE programs in Massachusetts, including face-to-face, blended, and online classes.

Part One

• What are the characteristics of culturally responsive and sustaining adult education programs?
• What are the current strengths and areas for improvement in participants’ programs?

Part Two

How can adult education programs be culturally inclusive in the following areas?

• Recruitment
• Orientation
• Instruction
• Assessment

References

Gay, G. 2000. Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.