Race, Gender, Class and Achievement: A Culturally Responsive Approach to Urban School Counseling

Ladson-Billings called upon educators to practice culturally responsive teaching. This pedagogy is grounded in the principle that students’ cultural references ought to be infused in all areas of teaching and learning. The premise of this pedagogy is that it provides students from all cultures with equity and access to education. In The Dreamkeepers, Ladson-Billings defined culturally responsive [practitioners] as possessing eight pillars. Using these eight characteristics as a foundation, we outline specific strategies school counselors can incorporate into comprehensive school counseling programs. The aim is for urban school counselors to respond to issues of race, gender, and class that may prevent opportunity and access to academic achievement.