ABSTRACT

This chapter describes a framework that can address the paucity of evidence on classroom dynamics research focused on traditionally marginalized youth by considering critical awareness and Asset-Based Pedagogy (ABP). It illustrates the application of the framework with a summary of its own research and highlight implications of the framework to educational psychology, as well as necessary considerations for future research. The chapter reflects prior models that capture the interrelationships among students' backgrounds, teachers' beliefs, and students' outcomes as well as extant work that has established evidence about how teacher beliefs and behaviors inform students' identities and their achievement. It describes prior research that moved beyond expectancies by examining teacher behaviors and their relationship to student outcomes, research often known under the domain of teacher effectiveness. Accordingly, cultural knowledge encompasses teachers' knowledge about how to access and validate students' prior knowledge in genuine ways that consider students' cultures as assets.