Overcoming the cultural teaching gap: an evaluative study of urban teachers’ implementation of culturally relevant instruction

2018-03-14The racial achievement gap is a problem that is plaguing America’s school system. Across the country, black and brown students are performing below their white classmates. According to researchers like Gloria Ladson-Billings and Geneva Gay, one of the most effective ways to reduce the achievement gap is to use culturally relevant instruction. The aim of this study was to identify the obstacles that teachers face in trying to implement culturally relevant instruction in their classroom. The primary research question was what are the knowledge, motivation, and organizational elements that interfere with teachers’ implementation of culturally relevant instruction? In this context, culturally relevant instruction includes recognizing the strengths of students’ unique cultures and using those strengths to improve student achievement. The research question was answered via survey responses and personal interviews with teachers. The participants represent various, ages, genders, races, and content areas. The study showed that teachers need to know how to implement culturally relevant strategies and have opportunities to reflect on their teaching. They also need to feel confident in their abilities to use culturally relevant instruction as well as knowing that it will improve student learning. The school also needs to provide opportunities for teachers to focus on planning, implementing, and reflecting on the teachers’ use of culturally relevant instruction. Finally, teachers need to have time to develop positive relationships with their students, so they are able to learn about their students. In turn, schools should provide robust professional development opportunities that include what culturally relevant instruction is, why teachers should use it, and how the school can support use of it. As part of the professional development, teachers will read and discuss research-based articles, collaborate with other teachers, and conduct non-evaluative peer evaluations