Cultural inclusivity in a predominantly white district

Abstract

It is critical during this time of increased racial tension, and wide-spread social justice movements across the nation, for educators to use culturally inclusive teaching practices to create diverse and equitable learning environments. Culturally inclusive teaching practices are defined as multicultural, anti-bias, and diverse classroom instruction and environments (Samuels, 2018; Barker, Frederik, & Farrelly, 2016; Rasi, Hautakangas, & Vayrynen, 2014; Ullucci, 2011). The purpose of this study was to examine and improve the culturally inclusive practices of teacher participants within the Dreston Public School System. The Dreston Public School system is a predominantly white district located in the northeast region of the United States. This action research project was conducted through qualitative methods to make meaning of real-life situations localized to the Dreston community (Jacob & Furgerson, 2012; Miles, Huberman, & Saldana, 2019; Stringer, 2014). The study has provided a roadmap for how to help teachers in predominantly white districts grow as culturally inclusive educators: 1. Educators need to reflect on positionality and experiences. 2. Improve teachers' comfort levels by providing professional development and resources. 3. Teachers should be encouraged to form support groups. In following these recommendations, teachers in predominantly white districts can work to create more racially and culturally inclusive learning environments.--Author's abstract