The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document
type: CreativeWork
description: This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development of culturally responsive curriculum and instruction, teachers might increase their abilities to meet the needs of previously disenfranchised students. A connection exists between differentiated instruction and culturally responsive instruction, as both require a heightened understanding of students’ schema, interests, and culture. This policy argues that increasing educators’ cultural proficiency should not be done simply to increase teacher effectiveness with instruction but rather because it is a moral obligation of schools.
abstract: This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development of culturally responsive curriculum and instruction, teachers might increase their abilities to meet the needs of previously disenfranchised students. A connection exists between differentiated instruction and culturally responsive instruction, as both require a heightened understanding of students’ schema, interests, and culture. This policy argues that increasing educators’ cultural proficiency should not be done simply to increase teacher effectiveness with instruction but rather because it is a moral obligation of schools.
author: Finch, Perry A
keywords: cultural proficiency, culturally responsive instruction, differentiation, Educational Administration and Supervision, Educational Leadership
date published: 2016-12-01T08:00:00Z
date modified: 2026-07-24T03:20:32Z
provider: National-Louis University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National-Louis University