Sum24 Culturally Responsive Teaching with ESCALA4

Summer 2024 Escala 4

Philosophy 60: Deductive Logic I

Validating / Equity-Minded / Data-Driven

Reflection on Instructional Change

Paragraph 1: Trends in Course Data
Analyzing my course data revealed significant equity gaps in grade distribution and success rates among Latinx/é students compared to the overall student population. Specifically, Latinx/é students were overrepresented in lower grades, such as C (Equity Index = 1.295) and F (Equity Index = 1.2), and underrepresented in higher grades like A (Equity Index = 0.785) and B (Equity Index = 0.6). Disaggregating the data by gender further revealed disparities: Latinx/é males were overrepresented in Grade C (Equity Index = 1.642857), and Latinx/é females were underrepresented in Grade B (Equity Index = 0.6). This data indicated systemic challenges, such as barriers to accessing resources or course structure issues, that disproportionately affected these students' academic performance. The retention and completion rates, though comparable across groups, further underscored the need to ensure equitable support for all students. Recognizing these patterns, I sought to implement changes to address these inequities.

Paragraph 2: Practice Selection and Equity Advancement
To address these disparities, I focused on revising my syllabus to include validating and supportive language. For example, I rephrased policies around makeup assignments and attendance to acknowledge the challenges students may face, offering flexibility while maintaining course standards. I also updated my approach to graded assignments, framing them as opportunities for learning and growth rather than high-stakes assessments. These changes were guided by insights from ESCALA and our book club discussions, particularly on the impact of grading and language on student motivation and sense of belonging. By implementing these revisions, I aimed to foster a more inclusive and culturally responsive learning environment that could improve outcomes for Latinx/é students and promote equity in my course.

Paragraph 3: Implementation Steps
The first step was to revise my syllabus, replacing invalidating language with supportive and validating statements. For example, instead of penalizing students for late assignments outright, I emphasized communication and flexibility to address unforeseen circumstances. I also adjusted my class participation policy to focus on the value of attendance and contributions rather than punitive measures for absences. Additionally, I monitored my interactions with students, both in email and in-person conversations, to ensure they aligned with the validating tone of the syllabus. These changes were communicated to students through a detailed overview at the start of the semester, emphasizing my commitment to supporting their success.

Paragraph 4: Feedback and Future Plans
During the Share and Analyze process, I received valuable feedback from a colleague who suggested incorporating an "oh poop" card—a flexible tool allowing students to miss a class or assignment without penalty or explanation. This idea resonated with my goal of creating a supportive learning environment and will be included in future iterations of my course. The card provides students with a safety net for life’s unexpected challenges, reinforcing the importance of attendance while acknowledging the realities of their lives. Moving forward, I plan to continue refining my syllabus and explore additional strategies, such as alternative assessments, to further support equity and cultural competency in my teaching practices.

**Evidence of Instructional Change**
Raising the Stakes Transformed to Validating Language	Sorting Out Transformed to Validating

Before Course Syllabus

After Course Syllabus

**Faculty Bio**
	Hi, I’m Kevin Vandergriff, a Philosophy lecturer at California State University, Sacramento. My goal is to help students develop their critical thinking skills and explore the fascinating questions that philosophy raises about life, knowledge, and existence. This fall, I’m teaching PHIL 60.01, PHIL 102.01, and PHIL 103.03, and I strive to create an engaging and thought-provoking environment in all my classes.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.