This is the situation in which many minority and first-generation students find themselves when embarking on a college experience (Rendn, Jalomo and Nora, 1998).
Families maintain faith in a higher power to help them understand and navigate the hidden rules and norms of survival and success driven and accepted by school authorities.
One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay.
In her landmark book, Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay expanded the traditional view of culture beyond race and ethnicity.
The participating teachers maintained relationships with their students that were “fluid and equitable” and often attended community events in order to demonstrate support for their students.
These teachers also believed in creating bonds with students and developing a “community of learners,” which means that all students worked collaboratively to become responsible for each others’ learning.