The Use of Culturally Responsive Strategies in the Classroom
Term
Spring 2023
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Dr. Trish Harvey
Abstract
The Use of Culturally Responsive Strategies in the Classroom (2023).
Teachers may understand the importance of using culturally responsive classroom strategies in the classroom. This dissertation study sought to determine what is needed to ensure teachers use culturally responsive strategies in the classroom. This qualitative study utilized grounded theory to answer the primary question of, How does a teacher's belief in culturally responsive classroom strategies correlate to their use of strategies in the classroom? And the secondary question, What needs to be in place to use culturally responsive teaching strategies in the classroom? This study focused on teachers' beliefs in correlation to using strategies using interviews, observations of lessons, self-assessment, and a teacher survey. The study had three significant findings: the need for recognizing bias and understanding cultural differences, belief does not correlate to using strategies, and the necessity of pre-service and ongoing professional development for continued implementation of culturally responsive classroom strategies.
Key Words: educational equity, culturally responsive classroom strategies, culture, cultural bias, culturally responsive pedagogy, racial diversity, underrepresented students.
Recommended Citation
Damon, Melissa, "The Use of Culturally Responsive Strategies in the Classroom" (2023). School of Education and Leadership Student Capstone Theses and Dissertations. 4572.
https://digitalcommons.hamline.edu/hse_all/4572
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations