Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An exploratory sequential mixed-methods approach

Abstract Cultural inclusion, cross-cultural openness, and positive intergroup relationships are essential considerations as schools are becoming increasingly multicultural because of shifting demographic patterns in the U.S. We explored Arab/Arab-American (ArA) Chaldean (Chal), African American (AfA) and European American (EuA), student perspectives on Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs) through the theoretical lenses of culturally relevant/sustaining pedagogy, social identity and social categorization theories, and the intergroup contact hypothesis utilizing an exploratory sequential mixed-method research design. In Phase 1 we conducted focus group interviews (N = 57) in 12 culturally diverse middle schools with 114 ArA, 41 Chal, 48 AfA, and 100 EuA students. Students discussed their school experiences focusing on interactions with teachers and peers, the curriculum, and school policies. Phase 1 informed the development of the CIRCLE measure in Phase 2. Multi-group confirmatory factor analysis (CFA) of CIRCLE items supported the generalizability of a hierarchical first and second order structure of the measure (CIRCLE) and its subscales across ArA (977), Chal (244), AfA (270), and EuA (1423) student groups. Analyses of the interviews and CFA results indicate that cultural self-other awareness and openness to different ways of thinking and being among teachers and students, through sensitively designed culturally inclusive curricula and school policies and programs responsive to student diversity is an educational imperative.