Factors That Influence Teachers to Become Change Agents for Social Justice With Culturally Responsive Teaching

• In Event: Teacher Activism for Equity

Abstract

Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in the U.S. for reducing educational inequality and achieving social justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method guided by grounded theory. Twelve themes were emerged for three research questions. Theoretical and practical implications are discussed to support in- and pre-service teachers’ growth towards becoming social justice-oriented change agents with CRT practices.

Authors

• Mina Min

• Hongseok Lee, University at Albany - SUNY

• Carrie Hodge

• Natalie Croxton, Appalachian State University