Teachers' perceptions of culturally responsive practices and inequalities with Black students

Abstract

Current educational systems utilize Eurocentric curricula and disciplinary practices that perpetuate discrimination towards students of color. As such, many educators are seeking improved strategies to better meet the needs of minority students. Culturally responsive teaching practices have been used throughout school districts as a pedagogy to address the academic achievement gap between Black and White students and improving educational environments. Culturally responsive practices involve the incorporation of student experiences, backgrounds, interests, and perspectives as an instructional practice that connects to academic content taught in classrooms. Interpretative Phenomenological Analysis was used as a strategy of inquiry to construct meaning of teacher's perceptions of culturally responsive practices and inequalities with Black students. In this study, the researcher collected data from six tenured elementary school educators in Connecticut. Critical race theory was used as a theoretical framework to examine instructional practices in elementary schools. The themes identified were: culturally responsive practices, cultural relevance, instructional practices, educational environment and preparation for teaching diverse students. Research findings suggested educators implement strategies to address diversity, acknowledge racism and create equitable classroom environments. The findings also indicated novice and veteran teachers need continuous training on culturally responsive practices.--Author's abstract