Toward Effective Culturally Responsive Teaching Professional Development for Black Teachers

• In Event: Professional Development in Culturally Relevant Pedagogy for In-Service Teachers

Abstract

As a response to the increasingly diverse demographic changes in students, school districts have promoted culturally responsive teaching (CRT) as an effective approach toward increasing student learning outcomes, combatting the growing racial achievement gap, and creating equitable learning opportunities in multicultural classrooms. While CRT practices will increase the academic success of culturally and linguistically diverse students, such practices may not be especially novel for Black teachers. This study examines the experiences of 4 Black teachers who participated in a predominately White teacher professional development on CRT. Findings suggest the need for professional development on CRT that centers the needs of Black teachers.

Authors

• Ejana Bennett, Virginia Commonwealth University

• Alexandra Merritt, Virginia Commonwealth University

• Hillary Parkhouse, Virginia Commonwealth University