Teacher Preparation for Culturally Responsive Teaching: Implications for Teacher Education

ABSTRACT

Diverse students in K-12 schools face many challenges to succeed, including the cultural incongruity between their home cultures and school. A widening achievement gap over the pandemic has prompted research from the culturally responsive teaching (CRT) perspective. This quantitative study aims to understand K-12 teachers’ self-efficacy in CRT and to identify specific aspects of teacher preparation that may contribute to teacher confidence in CRT. Data was collected from teachers (N = 564) nationwide using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale during the 2020–2021 school year. Findings suggest that teachers are less confident in teaching strategies addressing cultural differences. Specific types of teacher preparation were found to be significant factors in raising teachers’ CRT confidence.

KEYWORDS:

• Culturally responsive teaching
• teachers’ self-efficacy
• teacher preparation

Acknowledgments

We are grateful to all the teachers who participated in this study. Your voices are foundational in this work. We thank Kamau Oginga Siwatu for allowing us to use the CRTSE scale (2007) for this study; Geneva Gay, whose inspiring CRT framework (2018) inspired us and helped keep us focused; the work of professionals in teacher preparation programs; all PK-12 teachers and school leaders working to address the needs of culturally, ethnically, and linguistically diverse students; and students themselves who have lifted their voices and made significant contributions to these efforts. Finally, we thank Loyola University Chicago School of Education for its mission and support of equity work in pursuit of social justice.

Disclosure Statement

This work is entirely original and reflects the work of the researchers. It has not been copied from any other work.

Additional information

Funding

This work was support by Our People I Institute for Racial Justice (IRJ) Loyola University Chicago.

Notes on contributors

Victoria Siliunas

Victoria Siliunas, Ed.D., Instructor, Loyola University Chicago, with 25 years of experience in K12 teaching and school leadership, clinical supervision, and work in bilingual settings. Dr. Siliunas’s research interests include school improvement planning, culturally responsive teaching, and student engagement.

Guofang Wan

Guofang Wan, Ph.D., Professor, Loyola University Chicago, with 25 years of experience in teaching, research, and administration. Dr. Wan’s research interests include equity in education for all, media literacy education, and effective teacher education.

Eilene Edejer

Eilene Edejer, Ph.D., Clinical Associate Professor, Loyola University Chicago. Dr. Edejer’s applied research career spans over 25 years of research and evaluation in PK-12 educational settings and community organizations. Her research interests include using data to promote equity and inclusion in education and community settings.