| In recent years, there has been an increase in the achievement rate of students in U.S. public schools; however, the gap in achievement between White students and students of color (Latino and African-American) remains an issue. The increase in cultural diversity in public school classrooms has proven a challenge for both teachers and curricula. Various discussions of improving student achievement have concluded with suggestions to employ methods of culturally responsive pedagogy as a method of decreasing the gap in achievement, and giving students a sense of authority academically, socially, emotionally, and politically. This qualitative research study, using both explorative and descriptive methods, sought to answer two questions. First, the study explored how veteran teachers in a southeastern Title 1 middle school developed aspects of cultural responsiveness when their students differed from them in terms of race, ethnicity, and/or socioeconomic class. Second, the study examined how the school district's professional development influenced teachers' abilities to incorporate culturally responsive teaching practices in their classrooms. Analysis of data collected during the study produced five emergent themes revealing a significant lack of formal knowledge among participants pertaining to the subject of culturally responsive teaching. Findings from this study suggest that veteran teachers need specific and intentional training that focuses on culturally responsive teaching practices. Thus, educational leaders, new and veteran teachers can use the findings of this study to assist in effective implementation of culturally responsive teaching practices as a part of their daily routine. |
