ADDRESSING DIVERSITY IN SCHOOLS:

CULTURALLY RESPONSIVE PEDAGOGY

CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS: EDUCATION FOR ALL
PRACTITIONER BRIEF
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THE MISSION
OF THE NATIONAL
CENTER FOR
CULTURALLY RESPONSIVE
EDUCATIONAL SYSTEMS
(NCCREST) IS TO SUPPORT
STATE AND LOCAL
SCHOOL SYSTEMS
TO ASSURE A
QUALITY, CULTURALLY
RESPONSIVE EDUCATION
FOR ALL STUDENTS.
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ADDRESSING DIVERSITY IN SCHOOLS:
CULTURALLY RESPONSIVE PEDAGOGY
Heral do V. Ri chards, Austi n Peay St ate Uni versi t y
Ayanna F. Brown, Vanderbi l t Uni versi t y
Ti mothy B. Forde, Buf f al o St ate Col l ege
2006NCCREST
WHY DO WE NEED TO
ADDRESS DIVERSITY?
As more and more students from diverse
backgrounds populate 21st century
classrooms, and efforts mount to identify
effective methods to teach these students,
the need for pedagogical approaches that are
culturally responsive intensies. Todays
classrooms require teachers to educate
students varying in culture, language, abilities,
and many other characteristics (Gollnick &
Chinn, 2002). To meet this challenge,
teachers must employ not only theoretically
sound but also culturally responsive
pedagogy. Teachers must create a classroom
culture where all students regardless of
their cultural and linguistic background
are welcomed and supported, and provided
with the best opportunity to learn.
For many students, the kinds of behaviors required in
school (e.g., sitting in ones seat and only speaking
when called on) and types of discourse (e.g., Class,
what is the title of this book?) contrast with home
cultural and linguistic practices. To increase student
success, it is imperative that teachers help students
bridge this discontinuity between home and
school (Allen & Boykin, 1992). Moreover, a
culturally responsive instructional environment
minimizes the students alienation as they
attempt to adjust to the different world of school
(Heath, 1983; Ladson-Billings,1994). This brief
defines culturally responsive pedagogy and explains
how it might be used effectively to address the
instructional needs of a diverse student population.
WHAT IS CULTURALLY
RESPONSIVE PEDAGOGY?
Culturally responsive pedagogy facilitates and
supports the achievement of all students. In a
culturally responsive classroom, effective
teaching and learning occur in a culturally
supported, learner-centered context, whereby the
strengths students bring to school are identified,
nurtured, and utilized to promote student
achievement. Culturally responsive pedagogy
comprises three dimensions: (a) institutional, (b)
personal, and (c) instructional. The institutional
dimension reflects the administration and its
policies and values. The personal dimension refers
to the cognitive and emotional processes teachers
must engage in to become culturally responsive.
The instructional dimension includes materials,
strategies, and activities that form the basis of
instruction. All three dimensions significantly
interact in the teaching and learning process and
are critical to understanding the effectiveness of
culturally responsive pedagogy. While all three
dimensions are important, because of space
limitations only a few points will be made about
the institutional dimension. This brief focuses on
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the two most relevant for teachers work: the
personal and instructional dimensions.
THE INSTITUTIONAL
DIMENSION: WHAT MUST THE
EDUCATIONAL SYSTEM DO?
The educational system is the institution that
provides the physical and political structure for
schools. To make the institution more culturally
responsive, reforms must occur in at least three
specific areas (Little, 1999):
Organization of the schoolThis includes the
administrative structure and the way it relates
to diversity, and the use of physical space in
planning schools and arranging classrooms.
School policies and proceduresThis refers to those
policies and practices that impact on the delivery
of services to students from diverse backgrounds.

Community involvementThis is concerned
with the institutional approach to community
involvement in which families and communities
are expected to find ways to become involved
in the school, rather than the school seeking
connections with families and communities.
Although all three areas in the institution must
become more culturally responsive, a particular
concern is the impact of school policies and
procedures on the allocation of resources. As Sonia
Nieto (1999, 2002/2003) noted, we must ask the
difficult questions: Where are the best teachers
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assigned? Which students get to take advanced
courses? Where and for what purposes are
resources allocated? We must critically examine
the educational systems relationship to its
diverse constituents. Not only must changes
occur institutionally, but personally and
instructionally as well. The remainder of this
brief addresses necessary transformations in the
personal and instructional dimensions.
THE PERSONAL DIMENSION:
HOW DO TEACHERS BECOME
CULTURALLY RESPONSIVE?
Teacher self-reflection is an important part of the
personal dimension. By honestly examining their
attitudes and beliefs about themselves and others,
teachers begin to discover why they are who they
are, and can confront biases that have influenced
their value system (Villegas & Lucas, 2002).
Because teachers values impact relationships with
students and their families, teachers must reconcile
negative feelings towards any cultural, language, or
ethnic group. Often teachers are resistant to the
notion that their values might reflect prejudices or
even racism towards certain groups. When teachers
are able to rid themselves of such biases, they help
to create an atmosphere of trust and acceptance for
students and their families, resulting in greater
opportunity for student success.
Another important aspect of the personal
dimension is exploration. It is crucial that teachers
explore their personal histories and experiences, as
well as the history and current experiences of their
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students and families. With knowledge comes
understanding of self and others, and greater
appreciation of differences. When teachers are
unbiased in their instruction and knowledgeable
about themselves and their students, they can
better respond to the needs of all their students.
SPECIFIC ACTIVITIES FOR
BECOMING A CULTURALLY
RESPONSIVE TEACHER
(GAY, 2002; VILLEGAS & LUCAS, 2002)
ENGAGE IN REFLECTIVE THINKING
AND WRITING Teachers must reflect on
their actions and interactions as they try to
discern the personal motivations that govern
their behaviors. Understanding the factors
that contribute to certain behaviors (e.g.,
racism, ethnocentrism) is the first step
toward changing these behaviors. This
process is facilitated by autobiographical
and reflective writing, usually in a journal.

EXPLORE PERSONAL AND FAMILY
HISTORIES Teachers need to explore their
early experiences and familial events that
have contributed to their understanding of
themselves as racial or nonracial beings. As
part of this process, teachers can conduct
informal interviews of family members (e.g.,
parents, grandparents) about their beliefs and
experiences regarding different groups in
society. The information shared can enlighten
teachers about the roots of their own views.
When teachers come to terms with the
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historical shaping of their values, teachers
can better relate to other individuals.

ACKNOWLEDGE MEMBERSHIP IN
DIFFERENT GROUPS Teachers must
recognize and acknowledge their affiliation with
various groups in society, and the advantages and
disadvantages of belonging to each group. For
example, for white female teachers, membership
in the white middle-class group affords certain
privileges in society; at the same time being a
female presents many challenges in a male-
dominated world. Moreover, teachers need to
assess how belonging to one group influences
how one relates to and views other groups.

LEARN ABOUT THE HISTORY AND
EXPERIENCES OF DIVERSE GROUPS It is
important that teachers learn about the lives and
experiences of other groups in order to understand
how different historical experiences have shaped
attitudes and perspectives of various groups.
Further, by learning about other groups, teachers
begin to see differences between their own values
and those of other groups. To learn about the
histories of diverse groups, particularly from their
perspectives, teachers can read literature written
by those particular groups as well as personally
interact with members of those groups.

VISIT STUDENTS FAMILIES AND
COMMUNITIES It is important that teachers
get to know their students families and
communities by actually going into the students
home environments. This allows teachers to
relate to their students as more than just bodies
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in the classroom but also as social and cultural
beings connected to a complex social and cultural
network. Moreover, by becoming familiar with
students home lives, teachers gain insight into the
inuences on the students attitudes and behaviors.
Additionally, teachers can use the families and
communities as resources (e.g., classroom helpers
or speakers) that will contribute to the educational
growth of the students.

VISIT OR READ ABOUT SUCCESSFUL
TEACHERS IN DIVERSE SETTINGS
Teachers need to learn about successful
approaches to educating children from diverse
backgrounds. By actually visiting classrooms of
successful teachers of children from diverse
backgrounds and/or reading authentic accounts
of such success, teachers can gain exemplary
models for developing their own skills.

DEVELOP AN APPRECIATION OF
DIVERSITY To be effective in a diverse
classroom, teachers must have an appreciation
of diversity. They must view difference as the
norm in society and reject notions that any
one group is more competent than another.
This entails developing respect for differences,
and the willingness to teach from this
perspective. Moreover, there must be an
acknowledgment that the teachers views
of the world are not the only views.

PARTICIPATE IN REFORMING THE
INSTITUTION The educational system has
historically fostered the achievement of one
segment of the school population by
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establishing culturally biased standards and
values. The monocultural values of schools
have promoted biases in curriculum
development and instructional practices that
have been detrimental to the achievement of
students from culturally and linguistically
diverse backgrounds. Teachers need to
participate in reforming the educational system
so that it becomes inclusive. As the direct link
between the institution and the students,
teachers are in a pivotal position to facilitate
change. By continuing a traditional conform-
or-fail approach to instruction, teachers
perpetuate a monocultural institution. By
questioning traditional policies and practices, and
by becoming culturally responsive in instruction,
teachers work toward changing the institution.
THE INSTRUCTIONAL
DIMENSION: HOW DOES
INSTRUCTION BECOME
CULTURALLY RESPONSIVE?
When the tools of instruction (i.e., books,
teaching methods, and activities) are incompatible
with, or worse marginalize, the students cultural
experiences, a disconnect with school is likely
(Irvine, 1992). For some students this rejection of
school may take the form of simply underachieving;
for others, rejection could range from not
performing at all to dropping out of school
completely. Culturally responsive pedagogy
recognizes and utilizes the students culture and
language in instruction, and ultimately respects
the students personal and community identities.
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SPECIFIC ACTIVITIES FOR
CULTURALLY RESPONSIVE
INSTRUCTION
(BANKS & BANKS, 2004; GAY, 2000;
LADSON-BILLINGS, 1994; NIETO, 1999)
ACKNOWLEDGE STUDENTS
DIFFERENCES AS WELL AS THEIR
COMMONALITIES While it is important for
teachers to note the shared values and practices of
their students, it is equally incumbent that teachers
recognize the individual differences of students.
Certainly, culture and language may contribute to
behaviors and attitudes exhibited by students. For
example, some cultures forbid children to engage
in direct eye contact with adults; thus, when these
children refuse to look at the teacher, they are not
being deant but practicing their culture. However,
for teachers to ascribe particular characteristics to
a student solely because of his/her ethnic or racial
group demonstrates just as much prejudice as
expecting all students to conform to mainstream
cultural practices. Moreover, because each student
is unique, learning needs will be different.
Recognizing these distinctions enhances the
ability of the teacher to address the individual
needs of the students. The key is to respond to
each student based on his/her identied strengths
and weaknesses, and not on preconceived notions
about the students group affiliation.

VALIDATE STUDENTS CULTURAL
IDENTITY IN CLASSROOM PRACTICES
AND INSTRUCTIONAL MATERIALS
Teachers should, to the extent possible, use
textbooks, design bulletin boards, and
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implement classroom activities culturally
supportive of their students. When the school-
assigned textbooks and other instructional
materials perpetuate stereotypes (e.g., African
Americans portrayed as athletes) or fail to
adequately represent diverse groups (e.g., books
containing no images or perspectives of Native
Americans, Latinos(as), and other non-Anglo
Saxons), teachers must supplement instruction
with resources rich in diversity and sensitive in
portrayal of individuals from different
backgrounds. By utilizing images and practices
familiar to students, teachers can capitalize on
the strengths students bring to school. The
more students experience familiar practices in
instruction and are allowed to think differently,
the greater the feeling of inclusion and the
higher the probability of success. For example,
in some communities, members work together
in a supportive manner to accomplish many tasks
in their daily lives. Reecting these home practices
in instructional approach, such as the use of
cooperative learning (Putnam, 1998), increases the
likelihood of success for these students.

EDUCATE STUDENTS ABOUT THE
DIVERSITY OF THE WORLD AROUND
THEM As the village in which students live
becomes more global, they are challenged to
interact with people from various backgrounds.
When students are ignorant about the
differences of other groups, there is a greater
probability of conflicts. Particularly in the
classroom where student diversity is increasing,
students need the skills to relate to each other
positively, regardless of cultural and linguistic
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differences. Teachers need to provide students
with learning opportunities (e.g., have students
interview individuals from other cultures; link
students to email pals from other communities
and cultures) so that they might become more
culturally knowledgeable and competent when
encountering others who are different.
Furthermore, students will develop an
appreciation for other groups when they learn
of the contributions of different peoples to the
advancement of the human race. A word of
caution, this requires active research and
planning by teachers so that cultural
stereotypes are not inadvertently reinforced.

PROMOTE EQUITY AND MUTUAL
RESPECT AMONG STUDENTS In a
classroom of diverse cultures, languages, and
abilities, it is imperative that all students feel
fairly treated and respected. When students
are subjected to unfair discrimination because
of their differences, the results can be feelings
of unworthiness, frustration, or anger, often
resulting in low achievement. Teachers need
to establish and maintain standards of
behavior that require respectful treatment of
all in the classroom. Teachers can be role
models, demonstrating fairness and reminding
students that difference is normal. Further,
teachers need to monitor what types of
behaviors and communication styles are
rewarded and praised. Oftentimes these
behaviors and ways of communicating are
aligned with cultural practices. Care must be
taken so as not to penalize a students
behavior just because of a cultural difference.
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ASSESS STUDENTS ABILITY AND
ACHIEVEMENT VALIDLY The assessment
of students abilities and achievement must be
as accurate and complete as possible if effective
instructional programming is to occur. This can
only be accomplished when the assessment
instruments and procedures are valid for the
population being assessed. In todays schools
students possess differences in culture and
language that might predispose them to
different communication practices and even
different test-taking skills. Hence, assessment
instruments should be varied and suited to the
population being tested. When this does not
occur, invalid judgments about students abilities
or achievement are likely to result. Further, tests
that are not sensitive to students cultural and
linguistic background will often merely indicate
what the students dont know (about the
mainstream culture and language) and very little
about what they do. Thus, the opportunity to
build on what students do know is lost.

FOSTER A POSITIVE INTERRELATIONSHIP
AMONG STUDENTS, THEIR FAMILIES,
THE COMMUNITY, AND SCHOOL
When students come to school they bring
knowledge shaped by their families and
community; they return home with new
knowledge fostered by the school and its
practitioners. Students performance in school
will likely be affected by the ability of the
teacher to negotiate this home-community-
school relationship effectively. When teachers
tap into the resources of the community by
inviting parents and other community members
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into the classroom as respected partners in the
teaching-learning process, this interrelationship
is positively reinforced. To further strengthen
their bond with the students and their
community, teachers might even participate in
community events where possible. Moreover,
everyone benefits when there is evidence of
mutual respect and value for the contributions
all can make to educating the whole student.
MOTIVATE STUDENTS TO BECOME
ACTIVE PARTICIPANTS IN THEIR
LEARNING Teachers must encourage students
to become active learners who regulate their
own learning through reflection and evaluation.
Students who are actively engaged in their
learning ask questions rather than accept
information uncritically. They self-regulate the
development of their knowledge by setting goals,
evaluating their performance, utilizing feedback,
and tailoring their strategies. For example, by
examining his or her learning patterns, a student
may come to realize that reviewing materials
with visual aids enhances retention, or that
studying with a partner helps to process the
information better. It is important, therefore,
that teachers structure a classroom environment
conducive to inquiry-based learning, one that
allows students to pose questions to themselves,
to each other, and to the teacher.

ENCOURAGE STUDENTS TO THINK
CRITICALLY A major goal of teaching is to
help students become independent thinkers so
that they might learn to make responsible
decisions. Critical thinking requires students to
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analyze (i.e., examine constituent parts or
elements) and synthesize (i.e., collect and
summarize) information, and to view situations
from multiple perspectives. When teachers
provide opportunities for students to engage in
this kind of reasoning, students learn how to
think outside the box. More important, these
students learn to think for themselves. These
students are less likely to accept stereotypes and
to formulate opinions based on ignorance. To
foster these skills, teachers might devise what if
scenarios, requiring students to think about
specific situations from different viewpoints.

CHALLENGE STUDENTS TO STRIVE
FOR EXCELLENCE AS DEFINED BY
THEIR POTENTIAL All students have the
potential to learn, regardless of their cultural
or linguistic background, ability or disability.
Many students often stop trying because of a
history of failure. Others, disenchanted with a
low-level or irrelevant curriculum, work just
enough to get by. Teachers have a responsibility
to continually motivate all students by
reminding them that they are capable and by
providing them with a challenging and
meaningful curriculum. Low teacher
expectations will yield low student
performance. It is important to engage
students in activities that demonstrate how
much they can learn when provided with
appropriate assistance. As students progress,
teachers need to continually raise the bar,
giving students just the right amount of
assistance to take them one step higher, thereby
helping students to strive for their potential.
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ASSIST STUDENTS IN BECOMING
SOCIALLY AND POLITICALLY
CONSCIOUS Teachers must prepare students
to participate meaningfully and responsibly not
only in the classroom but also in society.
Meaningful and responsible participation
requires everyone to critically examine societal
policies and practices, and to work to correct
injustices that exist. Students must be taught
that if the world is to be a better place where
everyone is treated fairly, then they have to
work to make it so. This is their responsibility as
citizens of their country and inhabitants of the
earth. To foster this consciousness, teachers
might have students write group or individual
letters to politicians and newspaper editors
voicing their concerns about specific social
issues; or students might participate in food or
clothing drives to help people less fortunate.
WHAT ARE THE IMPLICATIONS
OF CULTURALLY RESPONSIVE
PEDAGOGY?
Teachers have a responsibility to all their students
to ensure that all have an equal opportunity to
achieve to the best of their ability. If instruction
reflects the cultural and linguistic practices and
values of only one group of students, then the other
students are denied an equal opportunity to learn.
Instruction that is culturally responsive addresses
the needs of all learners. The educational system
plans the curriculum for schools, and teachers as
their institutional agents transfer the prescribed
content to their students. This daily contact with
10 students provides teachers with a unique
opportunity to either further the status quo or
make a difference that will impact not only the
achievement but also the lives of their students.
Indeed, teachers must recognize their power and
use it wisely in teaching other peoples children
(Delpit, 1988). Although the curriculum may be
dictated by the school system, teachers teach it.
Where the curriculum falls short in addressing the
needs of all students, teachers must provide a
bridge; where the system reflects cultural and
linguistic insensitivity, teachers must demonstrate
understanding and support. In short, teachers must
be culturally responsive, utilizing materials and
examples, engaging in practices, and demonstrating
values that include rather than exclude students
from different backgrounds. By so doing, teachers
fulfill their responsibility to all their students.
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REFERENCES
Allen, B. A., & Boykin, A. W. (1992). African American
children and the educational process: Alleviating
cultural discontinuity through prescriptive
pedagogy. School Psychology Review, 21(4), 586-596.
Banks, J. A., & Banks, C. A. M. (Eds.). (2004).
Handbook of Research on Multicultural Education
(2nd ed.). San Francisco, CA: Jossey-Bass.
Delpit, L. D. (1988). The silenced dialogue: Power and
pedagogy in educating other peoples children.
Harvard Educational Review, 59(3), 280-298.
Gay, G. (2000). Culturally Responsive Teaching:
Theory, Research, and Practice. New York:
Teachers College Press.
Gay, G. (2002). Preparing for culturally responsive
teaching. Journal of Teacher Education, 53(2),
106-116.
Gollnick, D. M., & Chinn, P. C. (2002).
Multicultural education in a pluralistic society
(6th ed.). New York: Merrill.
Heath, S. B. (1983). Ways with words: Language,
life, and work in communities and classrooms.
Cambridge, MA: Cambridge University Press.
Irvine, J. J. (1992). Making teacher education
culturally responsive. In M.E. Dilworth (Ed.),
Diversity in teacher education: New expectations
(pp. 79-82). San Francisco, CA: Jossey-Bass.
Ladson-Billings, G. (1994). The dreamkeepers:
Successful teachers of African American children.
San Francisco, CA: Jossey-Bass.
Little, J. W. (1999). Organizing schools for teacher
learning. In L.Darling-Hammond & G. Sykes
(Eds.), Teaching as the learning profession:
Handbook of policy and practice (pp. 233-262).
San Francisco, CA: Jossey-Bass.
Nieto, S. (1999). The light in their eyes. New York:
Teachers College Press.
Nieto, S. (2002/2003). Profoundly multicultural
questions. Educational Leadership, 60(4), 6-10.
Putnam, J. (Ed.). (1998). Cooperative Learning and
strategies for inclusion: Celebrating diversity in the
classroom (2nd ed.). Baltimore, MD: Brookes.
Villegas, A. M., & Lucas, T. (2002). Preparing
culturally responsive teachers: Rethinking the
curriculum. Journal of Teacher Education, 53(13).
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ADDITIONAL RESOURCES
LESSON PLAN IDEAS AND STRATEGIES
New Horizons for Learning, A Culturally
Responsive Lesson for African American
Students www.newhorizons.org/strategies/
multicultural/hanley2.htm
Teaching Diverse Learners, Culturally
Responsive Teaching www.lab.brown.edu/tdl/tl-
strategies/crt-research.shtml
Northwest Regional Educational Laboratory,
Ways of Knowing: Native Knowledge and
Western Science www.nwrel.org/msec/
nwteacher/winter2003/resources.html
McGraw Hill Higher Education, Culturally
Responsive Teaching: Lesson Planning for
Elementary and Middle Grades www.mhhe.
com/catalogs/0072408871.mhtml
Center for Research on Education, Diversity,
and Excellence. www.crede.ucsc.edu/
Rethinking Schools, www.rethinkingschools.org
Teaching Tolerance, www.teachingtolerance.org
Teaching Diverse Learners, www.alliance.brown.
edu/tdl/

SCHOOL ORGANIZATION AND CURRICULUM

Alaska Standards for Culturally Responsive
Schools, www.ankn.uaf.edu/standards/standards.
html This Web site is an illustration of
standards developed by Alaska Native educators
to provide a way for schools and communities
to examine the extent to which they are
attending to the educational and cultural well-
being of the students. These cultural standards
provide guidelines or touchstones against which
schools and communities can examine what
they are doing to attend to the cultural well-
being of the young people they are responsible
for nurturing to adulthood.

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ABOUT THE AUTHORS
Heraldo V. Richards is an associate professor in the
School of Education at Austin Peay State University,
where he directs a state-funded program to recruit
and prepare culturally and linguistically diverse
students for careers in education.
Ayanna F. Brown is a graduate student in Peabody
College at Vanderbilt University, and is interested in
issues of racial consciousness.
Timothy B. Forde, an assistant professor at Buffalo
State College, is interested in technology-supported
classrooms that promote higher order thinking skills
among students from diverse backgrounds.
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THE U. S. DEPARTMENT OF EDUCATI ON S OFFI CE OF SPECI AL EDUCATI ON PROGRAMS FUND THE NATI ONAL
CENTER FOR CULTURALLY RESPONSI VE EDUCATI ONAL SYSTEMS ( NCCREST) TO PROVI DE TECHNI CAL
ASSI STANCE AND PROFESSI ONAL DEVELOPMENT TO CLOSE THE ACHI EVEMENT GAP BETWEEN STUDENTS
FROM CULTURALLY AND LI NGUI STI CALLY DI VERSE BACKGROUNDS AND THEI R PEERS, AND REDUCE
I NAPPROPRI ATE REFERRALS TO SPECI AL EDUCATI ON. THE PROJ ECT TARGETS I MPROVEMENTS I N CULTURALLY
RESPONSI VE PRACTI CES, EARLY I NTERVENTI ON, LI TERACY, AND POSI TI VE BEHAVI ORAL SUPPORTS.
CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS: EDUCATION FOR ALL
PRACTITIONER BRIEF
NATIONAL CENTER FOR CULTURALLY
RESPONSIVE EDUCATIONAL SYSTEMS
ARIZONA STATE UNIVERSITY
PO BOX 872011
TEMPE, ARIZONA 85287-2011
PHONE: 480.965.0391
FAX: 480.727.7012
WEB: WWW. NCCREST.ORG
FUNDED BY THE U. S. DEPARTMENT OF EDUCATION
OFFICE OF SPECIAL EDUCATION PROGRAMS
AWARD NO. H326E020003
PROJECT OFFICER: GRACE ZAMORA DURN