Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives

on Fostering Equitable and Inclusive Classrooms

Amy J. Samuels University of Montevallo

This article examines perspectives of in-service teachers related to culturally responsive pedagogy and
possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a
culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering
equitable and inclusive classrooms. Based on the findings, I posit the value of creating spaces for teachers
to be reflective in their practice, as well as examine their own biases, to cultivate culturally responsive
approaches to teaching and learning.

Introduction the social and academic needs of diverse

student populations. Teachers must develop a

C
onsidering the current social knowledge and appreciation of diverse
climate and the politically- cultures, explore how equitable and inclusive
charged atmosphere in the practices can be implemented in schools, and
nation, many teachers are aching to figure out imagine strategies for challenging existing
how to talk about current events and issues barriers. Furthermore, teachers must have the
related to diversity in their classrooms. opportunity to understand their evolving
However, many educators do not approach identities and how they influence (in)action,
related issues and report such learning was counter or perpetuate biases or deficit
minimal in their educational training paradigms, and expose or ignore injustices.
(Darling-Hammond, 2010; Gay, 2010; When teachers are provided opportunities
Ladson-Billings, 2000). Research conducted and spaces to be reflective, interrogate their
with pre-service teachers found students’ assumptions, and investigate the realities of
knowledge of diverse cultures was marginal their biases, they are better prepared to
(Davis, 2008; Ladson-Billings, 2000) and consider how to promote equitable and
reveals both in-service and experienced inclusive classrooms and better positioned to
educators often employ a pervasive deficit be agents of change.
paradigm and blame students and their To explore strategies in educator
families for lower academic achievement and preparation that foster teacher voice, my
perceived inadequacies (Darling-Hammond, study was designed to examine teachers’
2010; Ladson-Billings, 2000; McKenzie, perspectives related to culturally responsive
2001). Consequently, there is often a cultural pedagogy and possible strategies for
disconnect between teachers and their employing the framework in the K-12 setting.
students (McKoy, MacLeod, Walter, &
Nolker, 2017). Culturally Responsive Pedagogy
As such, when working to advance
educator preparation and better equip the Culture is central to how all learning
next generation of teachers to advocate for takes place (Gay, 2010). Culturally
educational equity, teacher educators and responsive pedagogy is a student-centered
preparation programs must commit to approach to teaching that includes cultural
fostering learning that examines how to meet references and recognizes the importance of

SRATE Journal Winter 2018/Volume 27(1) 22

students’ cultural backgrounds and purpose of the first session was for teachers
experiences in all aspects of learning to build a foundational understanding of
(Ladson-Billings, 1995). The approach is cultural responsiveness and related
meant to promote engagement, enrichment, components. The facilitator led participants
and achievement of all students by embracing through a thorough presentation about
a wealth of diversity, identifying and cultural responsiveness as both a theoretical
nurturing students’ cultural strengths, and framework and a pedagogical practice. While
validating students’ lived experiences and there are strategies and teaching approaches
their place in the world (Villegas & Lucas, aligned with cultural responsiveness, the
2007). Culturally responsive pedagogy is facilitator emphasized the need for
characterized by teachers who are committed practitioners to view this approach as an
to cultural competence, establish high attitude that becomes part of the classroom
expectations, and position themselves as both climate and culture. Culturally responsive
facilitators and learners. teaching cannot be viewed as a separate unit
of study or a stand-alone lesson, but rather an
Overview of the Study approach and attitude that is fostered in
overall teaching.
This qualitative study sought to explore The second session served primarily as a
perceptions on culturally responsive teaching focus group. Applying their foundational
of K-12 in-service teachers serving in low knowledge of what they learned in session
socioeconomic schools in a large urban one, participants were asked to read current
school district in the southeast region of the literature and engage in discourse about what
United States. I collected data from cultural responsiveness looks, sounds, and
approximately 200 teachers over a four- feels like in the classroom. Participants were
month period. Participants engaged in small given time to carefully read and individually
focus groups of four to five to explore reflect on the theoretical framework and
characteristics of culturally responsive provided characteristics of culturally
teaching as highlighted by Villegas and responsive teaching as presented by Villegas
Lucas (2007): (1) understanding how learners and Lucas (2007). After individually
construct knowledge, (2) learning about reflecting, participants engaged in focused
students’ lives, (3) being socio-culturally small-group dialogue about how the
conscious, (4) holding affirming views about characteristics could be generally interpreted
diversity, (5) using diverse instructional and applied in the K-12 setting. Participants
strategies, and (6) advocating for all students. were heterogeneously assembled so both
The purpose of the research was two-fold. elementary and secondary teachers were
While my primary goal was to contribute and represented in each group. In their
inspire increased dialogue related to collaborations, participants were also asked
perspectives of culturally responsive to consider real-world examples of how the
teaching of currently practicing teachers, the characteristics could be best applied or
secondary aim was to create spaces for facilitated in their current contexts. Teachers
education professionals to engage in were given the opportunity to explore
discussion regarding how to best foster this perceived advantages, as well as challenges,
framework in the K-12 context. of employing a culturally responsive
Teachers volunteered to attend a six-hour framework in their professional practice.
professional development session divided Participants. Participants in the study
into two three-hour sessions. The primary exhibited an interest in the topic and

SRATE Journal Winter 2018/Volume 27(1) 23

voluntarily registered to attend an in-service recognition, 2) examination, 3) coding, 4)
session on the topic of culturally responsive sorting, and 5) synthesis. Recognition,
teaching. Attendance and participation was examination, and coding involved preparing
strictly voluntary on the part of the teachers. the data. Sorting and synthesis involved
Participants were currently in-service and analyzing the data. Recognition entailed the
serving in low socioeconomic K-12 schools process of reading, reviewing, and studying
in the same large urban school district. While the transcripts and notes to determine
most participants were teachers in elementary conceptual themes important for
settings (approximately 60 percent), 40 understanding the research. Examination
percent of participants were middle and high involved carefully exploring concepts and
school teachers who represented various themes to clarify meaning and understanding.
content areas. Teaching experience of the Coding called for designating and employing
participants spanned a large continuum and a system of color-coded highlighting to
represented teachers from less than one year readily retrieve and examine conceptual
to those with over twenty years of themes across the interviews based on 1)
experience. In addition, participants interpretation of the characteristics of
represented a mix of female and male, as well culturally responsive teaching, 2) application
as Black, Hispanic, and White. Specifically, of culturally responsive teaching, 3)
70 percent of participants were female while perceived benefits, and 4) perceived
30 percent were male. In relation to racial challenges.
composition of the participant group, Findings. Findings revealed
approximately 55 percent were White, 40 commonalties regarding teachers’
percent were Black, and 5 percent were perspectives on culturally responsive
Hispanic. pedagogy, including perceived advantages
Data Collection and Analysis. I and challenges. While participants
collected and analyzed data from the considered facilitation of culturally
communications I transcribed from responsive teaching beneficial in a multitude
participants in the focus groups, as well as my of areas, restraints of time and resources were
observations of the focus group dialogue and heavily emphasized. Findings also examined
related notes. Participants recorded their how to integrate theory and research into
beliefs about benefits and challenges of practice to impact decision-making
facilitating culturally responsive pedagogy, committed to academic success and
as well as their perceived understandings and outcomes for all students, especially students
viable application of the framework. In from historically-marginalized populations.
groups, participants were asked to clarify and
expand upon their written ideas, specifically Advantages of Culturally Responsive
adding detail to teaching practices and Teaching
pedagogical tools that can be employed to
facilitate culturally responsive practice. Participants considered facilitation of
Once I collected the data, I employed culturally responsive teaching beneficial in
coding procedures to determine themes from relationship building, fostering cross-cultural
transcripts and my observation notes. To understanding and inclusiveness, and
move from the raw data to conceptual influencing more diverse world views.
themes, I employed Rubin and Rubin’s Participants spoke extensively about how
(2005) steps of interview data analysis. The cultural responsiveness has the potential to
data analysis process involved: 1) positively influence classroom culture, foster

SRATE Journal Winter 2018/Volume 27(1) 24

positive relationships, and build a solid current events and the existing sociopolitical
relationship of trust. They spoke about how climate. This dialogue exposes students to
these components not only encourage systemic inequalities (conversations often
students to feel connected, included, and avoided in schools); thereby allowing them to
valued, but lead to empowerment on behalf develop increased awareness of multiple
of students, helping them better understand perspectives and sensitivity to the
and positively view both themselves and surrounding world. Students not only have
others; thereby inspiring them to maintain the opportunity to explore their views, they
cultural identity and integrity. In addition, the are encouraged to examine and consider
positive classroom culture and enhanced alternative views. While many teachers avoid
inter-student and teacher-student such conversations because they can result in
relationships serve to boost student self- potential discomfort, participants agreed
esteem and self-worth which results in culturally responsive teachers engage
increased confidence and sense of safety in students in such conversations because there
the classroom. It creates an environment is value for both the learner and the learning
where students are willing to share and take process. Furthermore, along with increased
risks and establishes a classroom culture student growth, in a culturally responsive
where students are willing to take off their classroom, teachers are also viewed as
masks (Kafele, 2013) and imagine new learners since they can learn from their
possibilities, particularly in relation to students, become more knowledgeable of the
learning, access, and opportunities. In a populations they serve, and develop an
classroom where culturally responsive increased understanding of diverse social,
pedagogy is practiced, bridges are built that political, and economic contexts.
connect students, teachers, schools, and
community. Challenges of Culturally Responsive
Extending beyond soft skills and social Teaching
emotional skills, participants highlighted the
potential for students to develop increased Participants also expressed concerns
open-mindedness and expanded worldviews about the practicality of implementing
through participation in dialogue and culturally responsive teaching by
engagement in constructivist and/or highlighting potential difficulties.
collaborative learning. Participants spoke Participants spoke at length about challenges
extensively about how culturally responsive that result when trying to navigate potentially
teachers serve as facilitators (as opposed to controversial topics in the classroom,
“sages on the stage”); therefore, there is especially when the teacher may have limited
increased accountability on students and their background knowledge in relation to the
role in the learning process. In a culturally given topic or may disagree with the practices
responsive classroom, students learn by of a group. Such topics can result in
doing; thus, student engagement is enhanced. discomfort, and, as a result, may be
Such engagement consequently results in minimized or avoided. For example,
increased student learning and achievement. participants spoke of their resistance to
In addition, dialogue associated with discuss the LGBTQ community or related
sociocultural consciousness and diversity issues. These participants cited their
awareness is embraced. Students are given Christian background as the catalyst of their
the opportunity to let their voices be heard disapproval of the lifestyle. Since they had
and engage in conversations related to anxiety about the topic and feared they may

SRATE Journal Winter 2018/Volume 27(1) 25

say something that could be perceived as institutional realities that limited white
negative or controversial, they preferred to teachers’ interactions with people who were
avoid related topics. racially different than themselves; explaining
Other participants spoke of their these limited interactions make it challenging
anxiety related to conflicts that could arise for white teachers to recognize the existence
among students who embrace opposing of oppression, discrimination, and limited
ideologies. For example, when considering access and opportunity. Since it is not
police brutality in the black community, something they have to negotiate in daily life,
many teachers explained a deep divide it can be challenging to recognize.
between advocates of Black Lives Matter and Participants asserted that many teachers,
Blue Lives Matter. Therefore, rather than risk particularly white teachers, feel they are
aggravating students and initiating conflict being fair if they are being equal; however,
between opposing viewpoints, some teachers what they fail to understand is that equality
felt it was better to avoid such topics in can serve to perpetuate inequity, particularly
classroom discourse, especially since they when the system is built on both an unequal
felt they have not mastered skills to negotiate and inequitable foundation.
difficult discourse. Participants also emphasized the
Participants also articulated existing challenge of having a narrow understanding
biases, both personal and institutional, and of cultures and assets of the students and
how such biases can result in a decreased communities they serve, which also results in
commitment or motivation to be culturally a potential disconnect and decreased
responsive. For example, participants likelihood of embracing this framework.
emphasized the need to be reflective of their Again, connected to the idea of limited
work and aware of their potential biases and exposure, participants examined the impact
inequitable practices. However, since minimal interaction with people of color and
engaging in reflective practice is also a other historically marginalized populations
potentially uncomfortable process, as it may has on teachers, particularly white teachers.
reveal characteristics teachers do not want to When teachers are not familiar or do not have
see, this process may also be avoided. experience with people who are different
Reflecting on bias, the idea of religion from themselves, they may perceive
reemerged, and participants highlighted difference as less valuable or deficient. For
resistance to be responsive to certain example, a participant explained when
populations, particularly the LGBTQ teachers have limited interaction with
community, with whom they felt their Mexican students and families, they may not
religion does not embrace. One participant understand the rich culture and sense of
spoke of her struggle to be responsive to a community and easily overlook, minimize, or
student in her class who has two mothers who fail to recognize such characteristics as
are lesbians. She stated, “I just feel it unfairly attributes. Rather than embracing and being
places me in an uncomfortable situation. I inclusive, teachers may perceive the culture
always feel I must watch what I say or do. It as something that should not be embraced.
is not that I don’t want to embrace and be She continued by explaining when teachers
welcoming to all of my students, but I just only see students struggling to understand
don’t agree with it. It’s easier just not to talk English, living in substandard conditions in
about it.” migrant communities, or being involved in
Other participants alluded to the negative activities related to gangs or drugs,
notion of white privilege when discussing

SRATE Journal Winter 2018/Volume 27(1) 26

teachers may think, “We need to work to help voice to be largely represented in multiple
these students leave that lifestyle.” contexts. They spoke of the need for dialogue
Alongside potential discomforts and rich, meaningful conversations in
associated with cultural responsiveness, learning. Such discourse should serve to
participants also highlighted practical encourage questions about diversity and
challenges. Teachers spoke extensively about difference, as well as provide students the
the demands and restraints of time and opportunity to discuss real-world
limited resources. When time is already experiences, cultural influences, current
restrained by intensive curricular demands events related to social (in)justice, and the
and large class sizes, teachers explained it influence of race, gender, sexual orientation,
could be overwhelming to accommodate and socioeconomic status in historical and
learning opportunities for all populations, current-day inequities. Teachers should
especially when striving to meet the needs of establish a classroom expectation where all
a diverse classroom population. In addition, students are expected to participate and
when access to resources or pedagogical employ strategies to encourage participation
strategies is limited or teachers do not know of multiple voices in discussion. Strategies
where to find them, they may not have such as asking open-ended questions,
information, materials, or knowledge they accountable talk, modeling effective
need to facilitate a diverse, representative, conversations, fishbowl, talking chips,
and inclusive curriculum. encouraging multiple perspectives, and turn
Since culturally responsive teaching and talk were discussed.
encourages teachers to position themselves as Together with promoting student
both facilitators and learners, and the voice and providing opportunities for
challenges highlighted consistently connect students to engage in dialogue, participants
to a need for increased exposure, also emphasized that culturally responsive
information, and resources, strategies to help learning is characterized by high expectations
navigate these existing challenges are not for all students and actively engaging
only available, but are also an expected students in learning. Reinforcing strategies of
component of the culturally responsive collaborative and constructivist learning,
learning process. culturally responsive teachers frequently
assume the role of learning facilitator and
Strategies for Facilitating Culturally encourage students to take a lead role in the
Responsive Teaching learning process. This not only provides
opportunities for collaboration, but provides
Along with perceived advantages and students opportunities to present their ideas
challenges, participants reflected on in various ways. However, teachers
strategies for best employing culturally underscored that to create an environment
responsive teaching in the K-12 context. where such active learning can thrive; a
Similar to Ladson-Billings’ (1995) article respectful environment must be established.
titled, “But That’s Just Good Teaching! The Team building activities can be used to foster
Case for Culturally Relevant Pedagogy,” positive relationships and teachers need to
participants contended many strategies that scaffold content and model the process to
embrace culturally responsive practice are encourage an environment where students
simply characteristic of “good teaching.” feel safe to take risks and actively engage in
Participants spoke most extensively rigorous learning.
about giving students voice and allowing that

SRATE Journal Winter 2018/Volume 27(1) 27

 In their exploration of how to those resources serve to represent (or not
facilitate culturally responsive practice, represent) and include (or exclude) the
participants also noted the need to encourage students in their classrooms. If district-
respectful talk always. To reinforce this idea, adopted or school-provided resources are not
racist, sexist, and anti-gay remarks, or representative, participants asserted it is the
comments that are prejudicial and unkind in responsibility of the teacher to seek and
anyway, should never be ignored or incorporate inclusive supplementary
minimized, but rather immediately materials. In addition, lesson plans should
addressed. Still, when addressing such consistently represent non-dominant groups
comments, teachers highlighted the need to throughout the academic year, not just during
promote understanding about why the prescribed months such as Hispanic Heritage
comment are inappropriate, unacceptable, Month, Women’s History Month, and Black
and/or hurtful, not simply reprimand the History Month, because presenting
student for misbehaving. information on any given demographic group
Teachers also underscored the in isolation only serves to marginalize further
importance of embracing differentiated their story.
instruction and student choice. To determine
how students will likely construct Discussion
knowledge, it is critical to assess students’
prior knowledge. Diverse groupings and Data from the focus groups and
allowing for differentiated content and analysis of transcripts provided the
presentation styles serves to encourage opportunity to examine culturally responsive
differentiation. For example, rather than teaching from the perspective of in-service
requiring all students to write a three- K-12 teachers who express an interest in this
paragraph essay, teachers can give students a paradigm and work with diverse students.
choice to write an essay, construct a poem, or Findings suggested culturally responsive
act out a skit to demonstrate their learning teaching extends beyond theory and teachers
related to a given learning outcome. perceive cultural responsiveness as an
Participants noted the use of surveys (both advantageous framework that can be fostered
student and parent) can be advantageous in in the classroom and incorporated into daily
learning about students’ interests, skills, and practice. While multiple benefits and
backgrounds. Content can then be tailored to advantages were discussed, employing
students’ interests, encourage various culturally responsive teaching does not
learning modalities, and incorporate a variety transpire without difficulty. Considering
of instructional strategies to enhance challenges highlighted by participants, in-
engagement and appeal to diverse learners. service teachers would benefit from the
Further exploring the idea of opportunity to engage in professional
enhanced engagement, participants development and learning opportunities that
emphasized the need to tailor learning to allow them to (1) explore their beliefs,
students’ interests by incorporating various values, assumptions, dispositions, biases, and
cultures into the curriculum and designing experiences related to diversity, (2) discuss
lessons that are inclusive, representative, controversial topics to increase their comfort
celebrate diversity, and encourage questions level and skill set when facilitating such
about difference. Teachers must reflect on the conversations in their own contexts, (3) learn
texts, resources, supplementary materials, inclusive pedagogical strategies and consider
and learning activities they are using and how how to best incorporate these strategies into

SRATE Journal Winter 2018/Volume 27(1) 28

their environment, and (4) engage in dialogue this information and these positions in
on how to foster an inclusive climate and teacher preparation programs (Davis, 2008;
culture with students. Ladson-Billings, 2000, 2006), it is essential
to create and facilitate professional
Conclusion development to provide opportunities for
further engagement and learning. Since there
Considering current literature, as well continues to be a lack of congruence between
as findings explored in this article, it is classroom practice and strategies essential for
critical teachers have opportunities to authentic and effective culturally responsive
examine culturally responsive teaching and pedagogy, teachers should be encouraged to
consider how it can be best fostered and embrace the recommendation of critical
facilitated in their classrooms with their multiculturalism and begin with self-
students. Along with providing opportunities reflection and examination. Encouraging
for teachers to reflect and engage in educators to explore how they act (and do not
discourse, it is imperative to explore specific act), as well as what they say (and do not say),
strategies and tools for fostering an inclusive provides them the opportunity to reflect upon
and responsive educational environment that their biases and how they negotiate
gives voice to all students and promotes themselves in the classroom and with
equitable access and opportunities. As students. Along with examination of self,
Kumashiro (2000) argues, “we are not trying engagement in purposeful discourse and
to move to a better place; rather, we are just reflection on promoting cultural
trying to move. The aspect of oppression that responsiveness as a clear, distinct, concrete,
we need to work against is the repetition of and practical process are critical components
sameness, the ongoing citation of the same to creating an environment that promotes
harmful histories that have traditionally been equitable excellence and embraces a climate
cited” (p. 46). As such, a change in basic and culture of trust, understanding, and
assumptions is necessary to highlight cultural imagination of new possibilities. If we truly
responsiveness as an educational asset, as desire to teach to transform, we must be able
well as cultural identity and integrity as to promote and sustain both agency and
something to be fostered positively and advocacy for educational equity.
embraced.
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SRATE Journal Winter 2018/Volume 27(1) 29

 practice (2nd ed.), New York, NY: Educational Leadership, 64(6), 28-
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How to fire up your students to strive Amy Samuels is an assistant professor at the
for success. Alexandria, VA: ASCD. University of Montevallo. Her research
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