As I begin my twentieth year in education, I find myself thinking about all the amazing students I have met along my journey. During the epic quest known as my dissertation, I was asked what inspired me to research culturally responsive teaching. My response was always the same: It’s not what, but “who.”
So who inspired me? Those students who lit my path got me to where I am now.
If you ask any successful teacher what the secret sauce is to being a great educator, they will always say, “It’s about the relationships you build.” But you see, dear reader, I want to take it to the next level. It’s about feeling as though you (and your student) belong in the relationship!
Belonging is key!
How do we foster belonging? By embracing culturally responsive teaching. This framework empowers students and educators to bring their unique identities into the learning space, strengthening pedagogy and promoting inclusivity.
What does a culturally responsive space feel like?
Let’s pause. Wherever you are reading this blog right now...ask yourself, “Do I belong here? Why or why not?” Does the environment you find yourself in this very moment signal to you that you are welcomed and accepted in this space? Do the elements of the space invite you to stay and feel comfortable, or does the space make you feel like you have to limit some part of who you are to feel as though you belong there?
And how does it feel to ask yourself these questions right now?
Students ask themselves these questions each day at school. They frequently evaluate the space around them to see if they are comfortable with being themselves, especially if they are part of a marginalized group.
When educational spaces oppress students in any way, that student's sense of belonging begins to diminish. Sometimes this regression happens quickly. Sometimes small microaggressions wear it away over time…either way, the bond between the school and that child is actively reduced.
Now, as you were reflecting on your own sense of belonging, if you felt as though you belonged, congratulations! You are in a culturally responsive space. You find that the space meets your needs and accepts you as you are to the point where you are comfortable dwelling there (and learning there since you are reading this blog!)
Cultural responsiveness is not limited to schools. Many parts of our day-to-day lives as adults are easy to navigate due to culturally responsive components. When you go into a local store, you find the items you need that are conducive to your lifestyle such as food, personal care, and clothing.
Now, imagine operating in an environment that is not culturally conducive to your life. For some, this may not be too far-fetched. Consider a scenario where you have a dietary restriction and struggle to find safe food options during lunch with a friend. Or perhaps you encounter cultural differences in communication styles, such as personal space preferences.
As you rumble with this imagery, know that these feelings and experiences are a reality for many students in our schools.
I wonder if they feel as though they belong when they have to alter so many elements about themselves and sacrifice what makes them comfortable each and every day.
If you're a school leader, I challenge you to consider the experiences of your staff members. Do they feel they must suppress their cultural identity to fit in? For instance, do they feel comfortable wearing culturally significant clothing or taking time off for important cultural events? Are you accommodating their needs, such as providing alternative arrangements for those with disabilities who may not be able to attend certain school functions?
So, where does one start to build culturally responsive schools? No matter where your spot on the org chart lies, you have the opportunity to make small investments into culturally responsive classrooms that can lead to widespread success.
Imagine a learning community where every student feels valued and empowered. A place where diverse backgrounds are celebrated, and all individuals thrive. This sense of belonging, fostered by culturally responsive teaching practices, is the cornerstone of student success. When faculty and staff embody these principles, they create a positive and inclusive environment where everyone feels valued.
Culturally responsive organizations prioritize equity and inclusivity. By intentionally focusing on the cultural experiences and perspectives of their students and staff, these schools cultivate a strong sense of community. When individuals feel connected to their school, they are more engaged, motivated, and, ultimately, more successful.
Experts have been pushing toward culturally responsive teaching for more than 50 years
Inclusive school practices are not novel notions, as educational experts have been unpacking this phenomenon since the mid-1900s. Culturally responsive teaching and pedagogy thought leaders James Banks, Gloria Ladson-Billings, and Geneva Gay have pressed educational leaders to build culturally responsive teaching into the foundational elements of school culture through their seminal research.
Allow me to indulge you. These three culturally responsive teaching G.O.A.T.s will provide a foundation for our next steps.
James Banks (1973) established that multicultural education, one catalyst for culturally responsive teaching, brings the needs of all students to the forefront through awareness of a student’s cultural and linguistic background while amplifying their unique presence within the learning environment.
Gloria Ladson-Billings (1995) asserted that culturally responsive teaching embodies the core tenets of effective pedagogy. She further emphasized the critical role of school leadership in prioritizing culturally responsive practices and recognizing their impact on student success and well-being.
And last but certainly not least, Geneva Gay (2002) gave rise to the idea that culturally responsive teaching is at the core of best interest for the child and argued that all teachers should be trained in culturally responsive teaching to truly differentiate learning for all children and their unique needs.
So, now that we are on the same page regarding the importance of culturally responsive teaching and culturally responsive organizations, let’s talk about next steps.
Where to start: Get a mirror
Even a cursory exploration of culturally responsive teaching will lead you to the concept of critical consciousness. This involves the ability to reflect on personal biases and societal structures, fostering a deeper understanding of power dynamics and systemic inequalities.
So what is your first step to being a practitioner and leader of culturally responsive teaching and learning? Yep, practicing critical consciousness! This means that, as a leader, it is imperative that you begin reflecting and acknowledging your own biases and how they affect your practice as an educational leader. Through this type of reflection, leaders and teachers alike can see how their own journey has been shaped by culturally responsive practices or a lack thereof.
Now, please let me acknowledge the fact that the first step that I just illustrated is one of epic proportions. Self-reflection that is both critical and constructive is not for the lighthearted! And this is a gentle reminder that, if you’re reading this, you probably work in education, and as educators, we can do hard things!
This type of self reflection does require you to allot time for reflection for your teachers, possibly using an anchoring text to guide this reflection such as “Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015). This step may seem insignificant, but I promise you, it is the most important. As a proud native of Louisiana, I can say confidently that skipping “the critical consciousness step” is like starting gumbo without a roux. You will make something that will look like gumbo but the taste will be offensive and no one will trust your cooking!
Where to next: Practical tips for school leaders
Once you have put everyone on the same page regarding the importance of culturally responsive teaching, you have a fertile ground to begin embedding culturally responsive elements into your learning organization…very exciting!
As a leader, you have the power to champion culturally responsive teaching by equipping faculty and staff with the necessary training, resources, and time.
Small-group coaching offers a powerful approach to fostering professional growth. In recent research (Ross, 2024), secondary social studies teachers reported that both students and teachers benefited from unpacking culturally responsive teaching through small-group coaching. The collaborative nature of these sessions fostered a sense of belonging, strengthened collegiality, and ultimately enhanced the implementation of culturally responsive teaching practices (Ross, 2024).Educators were empowered to share their own unique paths, shaped by their experiences, within the small group coaching sessions. By providing a space for educators to share their unique experiences and perspectives, we can create truly inclusive and transformative learning environments.
Additionally, culturally responsive leaders should conduct a self-assessment, asking: "Am I fostering a culturally responsive environment for my faculty and staff?" and "Do my faculty and staff feel a sense of belonging?" It's likely that the answers to these questions will mirror the experiences of students, as a positive organizational culture often translates to a positive learning environment for students.
Side bar idea: This type of self-reflection action can be mobilized to faculty and staff through anonymous surveys that provide space for reflection while also yielding data to inform next steps.
Where to end up: Create positive change
While these are only a few examples of aligning your practices as a leader to culturally responsive teaching, implementing these elements can change a child’s world as it shapes their perceptions and attitudes regarding school. I know there are so many items on all the plates we keep spinning while standing on one foot. In my twenty years as an educator, there has never been enough time to do anything! But, there have always been students who need a champion to make a difference for them…and educators are in it for the kids. Always have been!
So, I leave you with this: You now know about culturally responsive teaching and how it can change the life of a child. You know how to spark the change as a leader and you know how to lead your people.
So, in the words of one of my heroes, Dr. Maya Angelou, “Do the best you can until you know better. Then when you know better, do better.”
So, now, what will you do?
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