Does Teacher-Reported Cultural Responsiveness Translate Into Higher-Quality Teacher-Student Interactions?

• In Event: School and Teacher Effectiveness

Abstract

Researchers consider teachers’ application of cultural responsiveness as essential to fostering positive teacher-student interactions and the academic growth of ethnically diverse students. However, few studies have examined whether teacher self-reported cultural responsiveness translates into higher quality teacher-student interactions. The current study, using a sample of 334 K-8 teachers in the Mid-Atlantic region, investigated the associations between measures of teacher-reported cultural responsiveness and teacher-student interactional quality, as well as factors which impacted these associations. Findings indicated that higher scores on one measure of cultural responsiveness, the Double Check Survey, and teacher stress were associated with, respectively, higher and lower ratings of teacher-student interactional quality. Implications for future research and practice related to cultural responsiveness are discussed.

Authors

• Daniel Camacho, University of Virginia

• Elise Pas, Johns Hopkins University

• Catherine P. Bradshaw, University of Virginia