The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.
Sara Barnard Flory
Sara B. Flory and Nate McCaughtry
The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, and family views of culture. These findings suggest that the pre-professional socialization experiences of teachers also include the development of cultural templates, biases, and values, and that many teachers may not accurately or critically reflect on their teaching practices. Further research should examine how PETE programs prepare middle-class teacher candidates for diverse schools.
Melinda A. Solmon
were able to overcome some of the challenges they encountered to provide meaningful learning experiences for students. Building on that evidence base, she began to focus on the development of curricular alternatives that could address the issues of cultural relevance and value and that could meet the
Elva M. Arredondo, Tamar Mendelson, Christina Holub, Nancy Espinoza and Simon Marshall
The validity of physical activity (PA) self-report measures can be a problem when using these measures with target populations that differ from the population for which the measures were originally developed.
Describe an approach to further tailor PA self-report measures to a target community, and report on focus group and cognitive interview findings.
Topics relevant to culturally tailoring measures are discussed, including translation, focus groups, and cognitive interviews. We describe examples from our own work, including focus groups and cognitive interviews conducted to assess Latinos’ interpretations of PA questions derived from various epidemiological surveys that were developed in White communities.
Findings from focus groups and cognitive interviews provide valuable information about the comprehension, interpretation, and cultural relevance of the PA questions to Latino communities.
It is recommended that investigators collect formative data to better assess the equivalence of items being applied to a different cultural group. Guidelines for cultural attunement of self-report instruments are described to promote more uniform and rigorous processes of adaptation and facilitate cross-cultural investigations.
, the terms “culturally-specific” (p. 35) “Muslim cultures” (p. 37) “cultural relevance” and “cultural incompatibilities” (p. 48) do not help to describe the specific and complex political, social and historical contexts in which muslim people live. This misuse conflates “culture” as the synonym for
Iris Buder, Cathleen Zick, Norman Waitzman, Sara Simonsen, Grant Sunada and Kathleen Digre
-intensity monthly group activities to meet these needs facilitated the personal and cultural relevance of the program for participants. For example, in group activities, participants from several communities learned to prepare culturally important traditional foods in a healthier manner. In addition, all
Sharon E. Taverno Ross
not specifically engaging fathers, particularly surrounding physical activity behaviors in their young children, researchers may be hindering the potential effectiveness of their interventions. When doing research with Latino families, it is clear that cultural relevance, responsiveness, and
Scherezade K. Mama, Lorna H. McNeill, Erica G. Soltero, Raul Orlando Edwards and Rebecca E. Lee
.4172/2157-7595.1000174 Keller , C.S. , Coe , K. , & Moore , N. ( 2014 ). Addressing the demand for cultural relevance in intervention design . Health Promotion Practice, 15 ( 5 ), 654 – 663 . PubMed doi: 10.1177/1524839914526204 Keogh , J.W. , Kilding , A. , Pidgeon , P. , Ashley , L. , & Gillis , D
Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers and Lawrence Foweather
expected, indeed needed, to create meaning and cultural relevance. The influence of culture was extensively discussed by Whitehead ( 2010 ), who identified that “specific expression (of physical literacy) … will be particular to the culture in which they live” (p. 12). Although physical literacy is
Mary Jo Kane and Nicole LaVoi
’s World Cup in the summer of 2015, which was off the charts. The six matches that featured the U.S. team on Fox and Fox Sports 1 averaged 5.3 million viewers, an increase of 121% over the 2011 Women’s World Cup. The growing interest in—and cultural relevance of—women’s sports is also reflected in