A significant amount of research on multicultural education and culturally responsive teaching also known as culturally relevant pedagogy, as coined by Gloria Ladson-Billing (1994), has occurred over the past 50 years. However, a limited amount of research has been conducted on how teachers’ perceive and describe their lived experiences using culturally responsive teaching with diverse students. According to Ladson-Billing (1994), when teachers of culturally diverse students use CRT, they provide equitable learning opportunities and increase students’ academic achievements. Therefore, to understand how teachers’ use CRTS with culturally diverse students, researchers must explore teachers’ lived experiences to determine the essence of the phenomenon. The researcher …show more content…
This study focuses on teachers’ perceptions and descriptions of culturally responsive teaching with culturally diverse students.
The current research literature related to CRT and presented in Chapter 2 suggests that teachers of culturally diverse students are effective in increasing the academic achievements of their students. Teachers that use CRTS respond to the learning needs of their culturally diverse learners (Gay, 2002; Ladson-Billings, 1994; Nieto, 2010). First, this review of the literature presents the historical background of multicultural education. Next, the review focuses on the conceptual framework of Vygotsky’s Sociocultural Theory as the conceptual foundation for the current study. The review of literature begins with consideration of Banks’s (1994) Dimensions of Multicultural Education concepts and the underlying themes of culturally responsive teaching. The review of literature continues with an examination of the role of teacher educators and school leaders in CRT training approaches with pre-service and in-service teachers. Following this discussion, the literature review explores effective