Narrowing the achievement gap through culturally responsive teaching : A case study of an urban catholic school

Cordova, Nilda The purpose of this qualitative study was to explore teachers’ understanding and implementation of culturally responsive teaching when working with marginalized students, especially low-socioeconomic and students of Color, in an urban Catholic school. The central question that guided this study was: “What does culturally responsive teaching look like in an urban Catholic school as a means for narrowing the achievement gap between minority students and their White counterparts?” From this central research question, the study examined the following five sub-questions: 1. How do teachers define and understand culturally responsive teaching? 2. How do teachers understand and conceptualize the implementation of culturally responsive teaching for the purpose of addressing the academic disparities of marginalized students, especially low-socioeconomic and students of Color, in an urban Catholic school? 3. What are barriers/obstacles that teachers encounter with the implementation of culturally responsive teaching when working with marginalized students, especially lowsocioeconomic and students of Color, in an urban Catholic school? 4. How do teachers overcome barriers/obstacles with the implementation of culturally responsive teaching to help marginalized students, especially low-socioeconomic and students of Color, in an urban Catholic school? 5. What beliefs and teaching practices do teachers employ when working in a diverse setting with marginalized students, especially low-socioeconomic and students of Color, in an urban Catholic school? This study used a qualitative research design within a single case study. Data were collected utilizing interviews in a one-on-one format. A selected literature review was conducted on culturally responsive teaching and its impact on narrowing the achievement gap. The findings revealed how teachers conceptualized culturally responsive teaching as a means to narrow the achievement for low-socioeconomic, marginalized, and students of Color.

Grantor dc:publisher

Alverno College

Year dc:date

2021

Author dc:creator

• Cordova, Nilda

• Culturally relevant pedagogy
• Multicultural education
• Educational eqalization
• Teachers

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/239

OAI identifier oai:identifier

oai:alverno.omeka.net:239