Teachers of students of color and their beliefs about culturally responsive teaching





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The capstone study investigates what teachers believe about culturally responsive teaching. I was motivated to pursue this question by two outstanding teachers who taught me in fourth and seventh grades. I hope that this paper will provide insight for teachers of students of color who desire a better understanding of culturally responsive teaching. I was inspired by scholars Gloria Ladson-Billings and Sonia Nieto. A qualitative method of study was utilized. There were teacher observations, teacher interviews, and a focus group. I wanted to better understand how these teachers of students of color interact with and teach their students as it relates to culturally responsive teaching. Based on the results of this research, teachers of students of color can have different views about culturally responsive teaching. However, teachers who care about the academic success of all their students have a common belief in the importance of culturally responsive teaching.

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