Southern California Public School Teacher Perceptions of Culturally and Linguistically Responsive Teaching

• In Event: Teachers' Insights on Implementing Culturally Responsive Teaching

Abstract

The purpose of the current study is to investigate the characteristics of culturally and linguistically responsive teaching in Southern California public schools, based on teacher perceptions, and the relationship among the characteristics. The Culturally and Linguistically Responsive Teaching Questionnaire (CLRTQ) is developed to capture teachers’ perceptions. Three hundred and eight four teachers from Southern California K-12 public schools completed the survey. It is found that there are five positively correlated constructs of Culturally Responsive Curriculum, Disposition toward Diversity, Culturally Responsive Instruction, Linguistic Responsiveness, and Communicative Classroom underlying teachers’ perceptions measured by CLRTQ. The instrument can be used as a research tool to inform professional development as districts strive to make classrooms more relevant and inclusive for all students.

Authors

• Ying Hong Jiang, Azusa Pacific University

• Patricia J. Bonner, Azusa Pacific University

• Susan R. Warren, Azusa Pacific University