What Can an EDD Dissertation Teach Us About Culturally Responsive Teaching in Higher Education?

Introduction

Over the last decade or so, the field of higher education has changed dramatically due to the adoption of multicultural and multiculturalism competency including culturally responsive teaching (CRT). This shift recognizes the different entry needs, histories and modes of learners in class. Culturally responsive teaching in the context of this article is not only the inclusion of diversity – it is about bending the culture in the academic setting to fit students of color or students of color opting to ‘fit’ into the academic space. – edd dissertation on culturally responsive teaching in higher education

To educators, researchers, and student engaged in an EDD dissertation in preparation for teaching in higher learning institutions, this is a topic of both appropriateness and necessity. With respect to this knowledge, it is crucial to achieve practical insights into how CRT can change the academic context in closer support of success and equity at the higher education level. This article will outline the main tenets, approaches, and required steps to writing an effective EDD dissertation on culturally responsive teaching in higher education as well as the advantages and difficulties of incorporating CRT in college classrooms.

edd dissertation on culturally responsive teaching in higher education

What is Culturally Responsive Teaching in Higher Education?

Culturally responsive teaching (CRT) is an approach of teaching which takes into account cultural factors as meaningful in the student’s learning process. In higher learning institutions this principle is of most significance because class learning environment may comprise of students from different culture, ethnic and social class background. This paper shows that by adopting a students’ culture into the curriculum and learning/teaching processes, students’ diversity can be embraced with respect, support and active participation among the students.

CRT has been proposed from the perspective that all students require and can achieve success irrespective of their ethnic background. However, often conventional approaches to the lessons’ delivery do not meet the needs of multiple learning profiles. CR vs this model of instruction contests such an orientation towards learning on the basis of ignoring the cultural beliefs of students.

Key Characteristics of Culturally Responsive Teaching:

Cultural Relevance: Culture is brought into learning activities in ways students find easy to understand because they can associate with what is being taught.
High Expectations for All Students: CRT means that you must continue to expect excellence in student academic performance while providing the students with the appropriate support that will enable them to achieve their best.
Inclusive Pedagogy: CRT adapts a variety of instructional strategies, social teaching-learning methods, project mentorship, group learning, and multiple tier learning strategies in the classroom teaching.
Student-Centered Approach: In CRT, ownership of knowledge passes from a tutor to a learner and learners’ voice is embraced during learning activities.

This is and goes beyond a curriculum change; it’s about making sure everyone gets the resources they need to be a successful learner.

Why Is Culturally Responsive Teaching Important in Higher Education?

In this case culturally sensitive teaching and learning contributes to equity and achievement in college education. Since people from diverse background are becoming part of universities, the need for diverse teaching methods cannot be overemphasized. Let’s take a closer look at the importance of CRT in higher education:

Promotes Inclusivity: Culturally responsive teaching enhances the belief of the cultural identity of each learner. Since cultural assets are accepted and considered in the classroom by the teachers, student learn and feel valued. To this end, educators must maintain a level of accessibility to these students to help increase their interest, involvement, and success rates.
Addresses Achievement Gaps: Another important objective of CRT is the equalization of performance outcomes between learners of different colour, origins and an from various social statuses. The studies have proved that students’ achievement raises if students find themselves in curriculum and teaching approaches. CRT also reduces the harm that stereotype threat, which is known to adversely affect students’ performance, has on students.
Encourages Critical Thinking and Social Justice: CRT challenges students to analyze problems in culture race and social justice. Explaining the value of the approach, they stress that interacting with other people’s views and opinions, students enrich their knowledge of the society. The following critical thinking is important when preparing students for leadership in a complex global environment.
Improves Retention and Graduation Rates: When students believe there is a culture sensitive to their background, these students are more likely to remain focused in their classes and work towards their degree. The literature indicates that culturally relevant pedagogy can improve on students’ success and graduation rates especially for minority learners.

Real-World Example:

According to a research done at University X, culturally relevant pedagogy enhanced theology level of Hispanic and African American students. Thus, the university attempted to increase cultural understanding and develop culturally relevant practices within the classroom by using examples that would make student content and by giving students more chances to bring up personal examples of cultural practices, which positively affected students’ interest and effectiveness.

Key Principles of Culturally Responsive Teaching

CRT consists of several principles with which the teachers should embrace in order to create a culturally sensitive environment in the classroom. These principles are not only important when using CRT in enhancing the teaching practices but also important for the designing of any research in the field of CRT, particularly when developing EDD dissertation which focus on culturally responsive teaching practice in the higher learning institutions. Here we outline several of the key CRT concepts which must be critically discussed in any dissertation on the subject.

1. Cultural Awareness and Self-Reflection

One of the core tenets of culturally responsive teaching is the emphasis on cultural awareness. Educators must first understand their own cultural identity and recognize how their personal beliefs and experiences influence their teaching practices. This process of self-reflection allows teachers to examine their biases and assumptions about students from different cultural backgrounds.

For an EDD dissertation on culturally responsive teaching, a critical area of focus could be exploring how educators’ cultural awareness and reflective practices impact their ability to implement CRT effectively. Research could explore questions like: How does a teacher’s cultural competence influence student outcomes?

Examples of Cultural Awareness Practices:

Teachers attending workshops on cultural humility.
Incorporating diverse cultural perspectives in lesson planning.
Reflecting on personal biases through journaling or discussion.

2. High Expectations for All Students

Culturally responsive teaching advocates for high expectations for all students, regardless of their cultural, racial, or socioeconomic backgrounds. Educators must maintain rigorous academic standards while also providing the necessary support to help every student reach their potential. High expectations, when coupled with appropriate scaffolding and support, can significantly increase student motivation and success.

For an EDD dissertation, you could explore the relationship between high expectations and student achievement in diverse classrooms. A study might look into whether students from underrepresented groups perform better when teachers hold them to high academic standards and provide tailored support.

Key Concepts:

Growth mindset: The belief that intelligence can be developed through effort.
Scaffolding: Providing the right level of support to enable students to succeed.
Differentiated instruction: Tailoring teaching methods to meet the diverse needs of students.

3. Inclusive Curriculum and Instruction

An inclusive curriculum is one that reflects the diverse cultural experiences and histories of students. In CRT, this means integrating diverse perspectives into the course content, teaching materials, and classroom discussions. The goal is to ensure that students see themselves represented in the curriculum and that all students have an opportunity to learn from a variety of cultural viewpoints.

When writing an EDD dissertation on culturally responsive teaching, you may explore how course content can be adapted to be more inclusive. You could examine the challenges and benefits of modifying existing curricula or designing new curricula that are culturally relevant.

Examples of Inclusive Curriculum Practices:

Using literature, case studies, and historical perspectives from diverse cultures.
Incorporating global perspectives into discussions about social justice and inequality.
Highlighting contributions from underrepresented communities in various fields of study.

4. Student-Centered Approach

A student-centered approach is a hallmark of culturally responsive teaching. In this model, the teacher moves away from traditional, lecture-based instruction and creates opportunities for active learning. This might include cooperative learning activities, problem-based learning, and culturally relevant assignments that encourage students to connect their personal experiences to the content.

An EDD dissertation on culturally responsive teaching could focus on the effectiveness of student-centered teaching methods, particularly in diverse classrooms. Research questions could include: How do student-centered approaches impact student engagement and learning outcomes among culturally diverse students?

Key Student-Centered Practices:

Encouraging peer collaboration and group work.
Promoting critical thinking through real-world applications of content.
Using technology and multimedia to enhance engagement and learning.

5. Building Relationships and Community

Culturally responsive teaching emphasizes the importance of building strong, positive relationships with students. Teachers should foster a classroom environment where students feel safe, respected, and valued. This sense of belonging is crucial for student success, as it encourages students to take academic risks and engage fully in the learning process.

In the context of an EDD dissertation, you could explore how building relationships with students impacts their academic performance. A study might investigate whether students who feel supported by their instructors perform better academically and socially in a higher education setting.

Examples of Relationship-Building Practices:

Taking time to learn about students’ cultural backgrounds and personal experiences.
Creating opportunities for students to share their stories and perspectives in class.
Providing consistent, constructive feedback that encourages growth.

Steps to Writing an EDD Dissertation on Culturally Responsive Teaching in Higher Education

As the reader will appreciate, conducting an EDD dissertation on culturally responsive teaching in higher education must be systematic and involves the following: Identification of a relevant research area, formulation of research questions, selection of methodology and data analysis. This section offers a step by step guide of writing a dissertation that will focus on CRT.

1. Choosing Your Research Topic

The first step in writing an EDD dissertation on culturally responsive teaching in higher education is to choose a focused, relevant, and feasible research topic. The topic should address a gap in existing literature, provide new insights into the field of CRT, and contribute to improving teaching practices in higher education.

When narrowing down your topic, consider the following:

Specific aspects of CRT: While CRT is a broad field, narrowing your focus to a particular element—such as the impact of CRT on student engagement or the challenges of implementing CRT in STEM fields—can make your research more manageable and focused.
Context of your research: Consider the institutional setting (e.g., public vs. private institutions, community colleges, or universities) and the cultural diversity of the student body at the institution where your research will take place.
Practical implications: Aim to choose a topic that has practical implications for educators in higher education. How can your research inform teaching practices or policies?

Example Topics for an EDD Dissertation:

How culturally responsive teaching affects the retention rates of Black and Latinx students in higher education.
The role of faculty professional development programs in promoting culturally responsive teaching in university classrooms.
A case study on the implementation of a culturally inclusive curriculum in a higher education institution.
The impact of culturally responsive teaching strategies on student collaboration and peer learning in diverse classrooms.

2. Defining Research Questions

Once you have a clear research topic, the next step is to define specific research questions that will guide your study. The research questions should be narrow, focused, and aligned with your dissertation’s goals. Your research questions will direct your methodology, data collection methods, and analysis.

For a dissertation on culturally responsive teaching in higher education, potential research questions could include:

What are the barriers to implementing culturally responsive teaching in higher education classrooms?
How does culturally responsive teaching influence the academic performance of students from underrepresented groups?
In what ways can faculty members be trained to adopt culturally responsive teaching practices in their classrooms?
How do students perceive the effectiveness of culturally responsive teaching in enhancing their learning experience?

Your research questions should be designed to contribute new knowledge to the field of CRT and be measurable, achievable, and relevant to your overall dissertation objectives.

3. Literature Review

The literature review is an essential part of your dissertation, as it provides the theoretical and empirical foundation for your research. The goal of the literature review is to synthesize existing research on culturally responsive teaching and identify gaps or areas for further exploration.

When conducting your literature review, focus on:

Theories and frameworks: Explore educational theories that support CRT, such as critical pedagogy, social justice education, and multicultural education. Understanding these frameworks will help you position your research within the broader theoretical landscape.
Previous studies: Review past studies that have investigated CRT in higher education, highlighting key findings, methodologies, and conclusions. Identify what has been done and where your research can contribute new insights.
Cultural frameworks: Examine cultural models, such as cultural capital, funds of knowledge, and culturally sustaining pedagogy, that can inform your dissertation.

In addition to academic articles and books, consider reviewing case studies, reports from educational organizations, and institutional publications related to culturally responsive teaching.

4. Methodology

The methodology section of your dissertation outlines how you will collect and analyze data. For an EDD dissertation on culturally responsive teaching, your methodology will depend on your research questions, objectives, and the type of data you need to gather.

Common Methodologies in CRT Research:

1. Qualitative Research:

Interviews: Conducting in-depth interviews with students, faculty, and administrators to gather insights on their experiences with CRT.
Focus Groups: Engaging small groups of students or teachers in discussions to explore perceptions and challenges related to CRT.
Classroom Observations: Observing how culturally responsive teaching is implemented in real-world settings, noting strategies used, classroom dynamics, and student engagement.

2. Quantitative Research:

Surveys: Administering surveys to a larger group of students or faculty to measure perceptions of CRT, student engagement, and academic success.
Pre-Post Assessments: Comparing student performance before and after the implementation of culturally responsive teaching strategies.

3. Mixed-Methods Research:

Combining both qualitative and quantitative methods to gather a comprehensive understanding of CRT’s impact in higher education. This might include administering questionnaires in order to gauge an initial level of interaction then proceeding to conduct interviews and /or observations.

In one way or the other your method must be inline with your questions of Research, and enable you to get data/information that should be able to answer those questions. Its [the design’s] relative flexibility also allows one to consider the available resources, as well as any relevant ethical concerns when working with student and faculty subjects.

5. Data Analysis

The process of data analysis follows data collection as the next step required in developing your research. For qualitative data, this could be coding and naming different responses provided in order to arrive with related categories. Quantitative data can be analyzed using statistics if you want measures the extent of association between two factors.

Data Analysis Techniques:

Qualitative Analysis: Thematic coding would also be helpful when interviewing individuals, or when conducting focus group discussions. Using different kinds of software there is an opportunity to organize and code qualitative data for example using NVivo or Atlas.ti.
Quantitative Analysis: Analyze survey returns using statistical software or check the result of tests carried out using statistical software such as SPSS or R. Quantitative research approaches such as regression analysis or Analysis of variance (ANOVA) can also be used to explain a relationship between CRT practices and student performance.

Remember also to look for the internal/face validities as well as the reliability of your results. Is the data collected an adequate sample size of the populations being examined? Have you been able to minimize the variables which might distort the independence of your variables?

6. Discussion and Conclusion

Then in the discussion section, you will explain your conclusions in light of what has been written in the literature. It is here you will relate your findings back to the existing literature on culturally responsive teaching in college and university setting and about the contribution of your study to the knowledge domain.

Key points to cover:

Interpretation of findings: As to what your results suggest about the effectiveness of CRT, Are they similar or different from what has been presented by previous studies?
Practical implications: Which of these recommendations can you make to enhance the teaching practices at the college levels? Is there advice for institutions as to how they can improve CRT adoption?
Limitations and future research: The apparent limitations of this study should be noted, as well as future research proposals. What questions have not been asked? What kinds of future research extend from this study?

Last but not the least, the conclusion should therefore restating the study results, synthesizing the findings and discussing the implication of the study in relation to culturally relevant pedagogy in higher learning institution and its effectiveness to the learners .

How Can Educators Implement Culturally Responsive Teaching in the Classroom?

Culturally responsive teaching (CRT) in the classroom is an emancipative process of knowledge delivery and culture promotion, to ensure that each student gets a fair, effective, and stimulating teaching-learning process in the classroom particularly culturally diverse students. To do CRT, educators need to commit to reflect on how students are prepared to succeed in classrooms; determine how best to address students’ needs incorporating CRT; and develop specific guidelines , ideas, and activities about how teaching may be adjusted for student success.

Below are practical steps educators can take to implement culturally responsive teaching in their classrooms, which can serve as key components of a study for an EDD dissertation on culturally responsive teaching in higher education:

1. Cultivate Cultural Awareness and Self-Reflection

The first step for educators is to develop a deep sense of cultural awareness. Teachers must understand their own cultural biases and the impact these biases may have on their teaching. This self-awareness allows educators to make more informed and equitable decisions that support all students.

• Action Steps for Educators:

Engage in self-reflection exercises, such as journaling about biases and assumptions related to culture.
Participate in professional development programs focused on cultural competency and diversity.
Encourage open discussions in the classroom about culture, identity, and biases.

Example: A faculty member might start a course by asking students to reflect on their own cultural identities and share how they feel their background influences their learning. This sets the stage for a culturally inclusive classroom dynamic.

2. Incorporate Diverse Perspectives into the Curriculum

A key aspect of CRT is ensuring that the curriculum reflects the diverse cultures, histories, and experiences of students. This can involve revising existing course materials or integrating new materials that broaden the scope of knowledge presented.

• Action Steps for Educators:

Use textbooks, articles, and resources that feature diverse authors, historians, and scholars from underrepresented groups.
Include case studies and examples that address global issues and cultural perspectives.
When possible, highlight contributions from diverse groups in various disciplines.

Example: In a history class, instead of focusing solely on Western perspectives, an educator might include readings from Indigenous authors, explore non-Western philosophical traditions, or integrate the history of colonization from multiple cultural viewpoints.

3. Differentiate Instruction to Meet Diverse Needs

Every student brings unique perspectives, learning styles, and cultural backgrounds to the classroom. A differentiated instruction approach ensures that all students, regardless of their background or learning style, are provided with the support they need to succeed.

• Action Steps for Educators:

Use a variety of instructional methods, such as visual aids, cooperative learning, and hands-on activities.
Provide multiple avenues for students to demonstrate their learning (e.g., written essays, oral presentations, multimedia projects).
Scaffold complex assignments and provide clear instructions and feedback.

Example: For a group project, an educator could allow students to choose their presentation format (e.g., digital presentation, written report, video). This acknowledges that students may have different strengths and cultural approaches to presenting information.

4. Build Strong, Respectful Relationships with Students

CRT emphasizes the importance of creating a classroom environment where students feel safe, valued, and respected. Strong teacher-student relationships are foundational to the success of culturally responsive teaching, as they promote student engagement and participation.

• Action Steps for Educators:

Get to know your students as individuals, learning about their cultural backgrounds, interests, and learning preferences.
Actively listen to students’ concerns and create an open, welcoming atmosphere in the classroom.
Establish classroom norms that promote mutual respect and inclusivity.

Example: An educator could start the semester with an icebreaker activity where students share something about their cultural background, traditions, or personal interests. This allows the teacher to connect with students and understand their individual experiences.

5. Use Culturally Relevant Teaching Strategies

To ensure that teaching practices are inclusive and effective, educators should adopt strategies that recognize and value cultural differences. This involves adjusting teaching methods to fit students’ cultural contexts and learning needs.

• Action Steps for Educators:

Encourage collaboration by assigning group work that allows students to draw on their diverse perspectives and experiences.
Incorporate students’ cultural practices and traditions into classroom discussions and activities.
Use culturally relevant teaching tools such as storytelling, music, art, or community-based knowledge to engage students.

Example: In a language class, an educator could invite students to share stories from their cultures, either through oral traditions or written narratives. This allows students to contribute their cultural knowledge while practicing language skills in an authentic context.

6. Promote Critical Thinking and Social Justice

Culturally responsive teaching is not just about celebrating diversity—it also involves challenging students to think critically about issues of power, privilege, and inequality. Encouraging students to engage in social justice discussions helps them develop a deeper understanding of the world around them and fosters a commitment to equity.

• Action Steps for Educators:

Integrate lessons that encourage students to critically examine social justice issues, such as racial inequality, gender identity, and economic disparities.
Use teaching methods that empower students to question existing systems and propose solutions for social change.
Create opportunities for students to engage in community service, activism, or advocacy projects related to social justice.

Example: A unit in a political science class can be a topic such as civil rights where the teacher might encourage the student to understand history from the perspective of systems and how movements ushered change. Students could then engage in a service learning activity in connection to this concept of community activism.

7. Provide Ongoing Professional Development and Support

For educators to implement culturally responsive teaching effectively, they need continuous professional development and support from their institutions. This could include workshops, peer learning communities, or access to resources on best practices for CRT.

• Action Steps for Educators:

Attend workshops and conferences on culturally responsive teaching and diversity in education.
Join professional networks or faculty groups that focus on diversity and inclusion in higher education.
Advocate for institutional policies that support diversity, equity, and inclusion in teaching and learning.

Example: An educator would go through a series of workshops that address young culturally diverse students, and later with other educators in his/her department plan on how they would employ CRT strategies.

The Future of Culturally Responsive Teaching in Higher Education

Culturally responsive teaching (CRT) in higher learning can provide a glimpse of the future that marks tremendous prospects in shaping the learning milieu and rehearsal of students in their learning practices. With student diversity rising in higher learning institutions, there is a call for better practices that accommodate student cultural differences in learning. In this section, we will discuss the future trend of CRT in higher education in terms of courses development by focusing on threats and opportunities that maybe experience in future.

1. Extending CRT Theory of Education to Introduce Global Factors

Students in higher education institution encompass diverse culture improbable within United States alone, but around the globe. The future of CRT is the expansion of the concern beyond ethnicity and race into the global dimension of languages, cultures, and practices.

Globalization of Education: In the light of high enrollment of international students in universities across the globe, faculty needs to embrace global cultural perspectives which are responsible for shaping students.
Culturally Responsive Curriculum: The future curricula are expected to open more topics with the world perspectives, for example, global citizenship or intercultural communication, or transnational social justice movements, which would enable interaction with different points of view.

Example: An instructor within a global studies course can use case studies of periphery countries to show how those countries have influenced systems for learning, such as a South African teacher portraying social movements in Brazil or India. This approach would guarantee that CRT is not only for national cases but should also be stretched to include an international lens.

2. Technological Developments on CRT

In the present context as technology is shifting to other realms, learning technology plays an indispensable role in higher education. The future of CRT in higher education is going to be embedded in the use of technology in order to enhance learning environments to sensitive diverse needs.

Virtual Learning Environments: Due to the new normal policies of online learning, self-organizing tools can be used by educators that promote more culturally sensitive pedagogy. Discussions boards, virtual classrooms, and almost any interactive media are virtually new platforms that can open new horizons in the area of inclusion.

Example: An example would be, an educator could employ a learning management system whereby the content to be read or assigned for students to complete corresponds with a student’s cultural background. Moreover, data analysis can provide information on weaknesses of students with low representation, hence, reception of aid.

3. Additional training and development to the faculty

Given these difficulties, one of the biggest problems of using culturally responsive teaching in postsecondary education is the poor provision of training and development for the teachers. Based on the findings of this study, future development of CRT in higher education can be expected to see more demands for steady faculty training beyond occasional workshops or one-shots.

Ongoing Professional Development: The current and future faculty development on CRT approaches, culture sensitivity, and diversity in teaching will be part of universities’ normal business. This will enable educators to keep abreast with the recent trends as far as learning is concerned and give their strategies a touch of day and age to correspond to the cohort of students enrolled at their learning institutions.
Peer Learning Communities: An important strategy, which will contribute to development and sustenance of effective application of CRT across institutions, will require formation of communities of practice in which faculty members can engage with colleagues in sharing practice, ideas, and expertise.

Example: An example of a way a university might use CRT is a faculty learning community for the purpose of discussing practical situations and best practices for its utilization. This group could come together on a regular basis to share problem areas as well as resources, and to take part in collaborative undertakings that focus on the overall cultural sensitivity of a given institution.

4. A few reforms that are under institutional support are:

To really be effective and enduring, culturally responsive teaching needs to be garner support and good practices at the institutional level. The future of CRT in higher education would consist of enhanced organizational enrolment to DEI initiatives, alongside altering the existing political culture of already adopted culturally responsible teaching and learning policies.

Institutional Commitment to Diversity: It is expected that a new push for diversity at universities will be made by bringing on more diverse professors, as well as offering access to underrepresented minorities, and adjusting mission statements to reflect diversity.
Policy and Accountability: It will therefore be necessary for universities to come up with measures that would make its faculty and administrators to be answerable for using CRT in courses. That could involve extending CRT as a protocol to APPraisal of faculty or as compulsory regular racial sensitiveness checkup for all instructors.

Example: An example of an institutional change that a university may implement is the policy that all teaching employees must engage in a known number of hours of professional training focused on CRT annually. Furthermore, some ideas about what faculty evaluations could entail are surveys about cultural relevance for teaching practices and ways to incorporate CRT in general throughout the institution.

5. Collective and Social Models

It is then expected that paramount levels of cooperation and community involvement will define the further development of CRT. Today, universities have begun to appreciate the importance of community engaged learning and working together with community-based organizations, especially where critical social justice concerns are embedded within CRT.

Community-Engaged Learning: Since the trend in many universities is to incorporate more practice-based learning, future CRT programs may embrace even stronger connections with those communities. That is why educators should address students to real-world problems to various communities: to develop deeper thinking about cultural contexts and social justice.
Student-Led Initiatives: The students themselves will be more involved in the direction of CRT by planning the relevant activities such as meetings, seminars, and lectures connected with the focus on cultural relevance in learning. Teachers and university officials will involve students to foster Diversity and Inclusion policies.

Example: Designing a course in this way entails that students engage directly with organizations in urban areas to tackle such questions as the availability of affordable housing, ethnic diversity and inequalities in education. Therefore through practice, students can apply aspects of CRT to actual problems facing various communities as learnt directly from diversified students.

6. Measuring the Impact of CRT

This is especially the case as more students get aware of the CRT and as more universities adopt culturally responsive teaching, there will be pressure put on the institutions to estimate the effectiveness of the teaching strategies used to the students. This will entail the creation of sound assessment tools and indices that will help to show that CRT practices are beneficial.

Impact on Student Success: Future research will most probably target assessing the effect of CRT on different student outcomes like retention, graduation, academical performance and engagement of students from diverse disadvantaged backgrounds.
Long-Term Studies: Research on CRT will be longitudinal considering the effects that the approach has on learners and teachers: this type of studies will help to consider useful variants for the further teaching practices and the existing policies.

Example: A university may conduct empirical research to establish the correlation between performance of students who have undergone through courses influenced by CRT and those who have not. This would be useful for showing that CRT is beneficial in promoting more positive equity in regard to academic accomplishment.

Conclusion

Culturally responsive teaching in college classrooms has great potential for growth as well as a great potential to enhance the teaching practices and make it more cultured, sensitized and efficient in meeting the special needs of the culturally diverse students. To globalizing of education to the application of technology and even institutional support, the CRT is adapting the way needed to fulfill goals of a growingly diverse student population.

Culturally responsive teaching will continue to be one of the platforms that shapes the education advanced by higher learning institutions The key to advocate its continued success among educators will lie in continuance of the professional development, collaboration, and community engagement.

When embraced by institutions and educators, these changes can make CRT contribute to deeper relationships, better academic outcomes, society equality.

References

Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Banks, J. A. (2008). An Introduction to Multicultural Education. Pearson.
Freire, P. (2000). Pedagogy of the Oppressed. Continuum.