Abstract

It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers’ perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: (a) teachers’ ideas about Culturally Relevant Pedagogy and the classroom environment, and (b) school and district support on Culturally Relevant Pedagogy and social community, resources, and teachers’ training to understand Culturally Relevant Pedagogy. This paper explores themes to reveal how in-service teachers perceived their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students’ everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with low socio-economic status, and racial/ethnic minorities were the focus of this study.

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