“It Goes Both Ways”: How White Teachers View and Respond to Culture in Diverse Classrooms

• In Event: Critical Race Theory: Moving Beyond Antiracism

Abstract

The purpose of this study was to examine how white teachers in a diverse school district bridge cultural differences in the classroom. A pre- and post-question survey, audio recorded discussions, and teacher research journal were analyzed to determine knowledge about and receptiveness to culturally sustaining pedagogy(CSP) in their classrooms. Findings suggest a rudimentary understanding of CSP prior to the study and some attempts to include CSP in the classroom, albeit limited and superficial. Findings also describe the challenges the teachers face while trying to make teaching relevant to their diverse student population. Implications for future educators is the realization that implementing CSP in schools begins with awareness and self-reflection to interrogate one’s own biases and assumptions.

Authors

• Danielle Mol, Rowan University

• Marjorie E. Madden, Rowan University