From Research to Remedy: Exploring the Impact of Teacher Beliefs and Practices in Culturally Responsive Teaching (CRT)

• In Event: Confronting Racial Bias and Fostering Culturally Responsive Pedagogy in Teacher Education

Abstract

As US public schools face rapid demographic shifts, educators must adapt their practices to support diverse students. This study focuses on Culturally Responsive Teaching (CRT) to reduce the achievement gap and address systemic inequality. Despite its potential, CRT varies in interpretation, and many teachers lack resources for effective implementation. By interviewing 36 teachers across subjects, this research explores CRT perceptions and applications. Using a constant comparative method for data analysis, the study highlights theoretical and practical implications. The findings of this study are significant in providing a remedy and repair to the educational inequity prevalent in the U.S. By advancing the dialogue on educational equity, this research offers valuable insights that can guide the development of more inclusive teaching practices.

Author

• Mina Min, Appalachian State University