Studies have shown there is a discrepancy of physical activity between lower socioeconomic status (SES), urban communities and those with higher median household incomes. Using the cultural relevance cycle as a framework, which consists of three core ideas 1) knowing community dynamics, 2) knowing how community dynamics influence educational processes, and 3) implementing strategies that reflect cultural knowledge, I observed a Chicago Public School for a service learning project and interacted with a number of faculty, students, and community members. I was able to identify three themes that correlated with the cultural relevance theory and were a direct influence in how faculty interacted with students and created inclusive curriculum. The following themes were found: 1) outside cultures were brought into the school and diversity was celebrated; 2) SES played a role in overall physical activity (PA), specifically after school; and Physical Education teachers created an inclusive environment with PA relevant to all.
Varela, Miriam I. Ms. and Maljak, Kim
"The Influence of Culturally Relevant Curriculum and Student Engagement in Physical Education,"
SPACE: Student Perspectives About Civic Engagement: Vol. 4
, Article 4.
Available at: https://digitalcommons.nl.edu/space/vol4/iss1/4