The Role of Culturally Relevant Pedagogy in Enhancing Educational Equity for Minority Students in China
DOI:
https://doi.org/10.53797/ujssh.v4i1.20.2025Keywords:
Culturally Relevant Pedagogy, Minority Education, Educational Equity, China, Multicultural EducationAbstract
This study investigates the role of Culturally Relevant Pedagogy (CRP) in enhancing educational equity for minority students in China, focusing on its impact on academic achievement and cultural competence. Employing a quantitative research design, data were collected from 400 minority students and 100 teachers in regions with significant minority populations, such as Xinjiang, Yunnan, and Inner Mongolia. Using surveys and academic records, the study analyzed the implementation of CRP, student outcomes, and teacher perspectives. The findings reveal that CRP positively influences academic performance and fosters cultural competence among minority students. Students exposed to culturally responsive teaching practices reported higher standardized test scores and greater cultural pride and identity affirmation. Rural students demonstrated slightly greater academic gains from CRP than their urban counterparts. Teachers trained in CRP were more likely to implement inclusive practices, emphasizing the importance of professional development. However, only 40% of teachers reported receiving such training, indicating a gap in systemic support. Minority teachers also emerged as significant contributors to enhancing students’ cultural competence. This study underscores the transformative potential of CRP in addressing educational disparities for minority students in China. It calls for comprehensive strategies involving teacher training, curriculum reform, and policy support to scale CRP effectively. The findings contribute to the global discourse on multicultural education, offering insights into the application of CRP in non-Western contexts.
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