Diversitas Journal

ISSN 2525-5215
Volume 8, Number 4 (oct./dec. 2023) p. 3203 – 3212
https://diversitasjournal.com.br/diversitas_journal

Culturally responsive pedagogy: A systematic overview

Pedagogia Culturalmente Responsiva: Uma Visão Sistemática

CAINGCOY, Manuel E.

0000-0002-3862-1561; Bukidnon State University, College of Education, Malaybalay City, Bukidnon, 8700,
Philippines; manuelcaingcoy@buksu.edu.ph

The content expressed in this article is the sole responsibility of its authors.

ABSTRACT ARTICLE
INFORMATION
Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive
learning environments. This paper synthesizes 32 literature sources systematically highlighting the Article process:
importance of recognizing cultural backgrounds, building relationships, adapting instruction, and Submitted: 07/09/2023
promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement Approved: 02/10/2023
and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets Published: 10/10/2023
diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge
stereotypes and address social injustices. Ongoing professional development and support are essential for
effective implementation. By addressing these areas, educational institutions can create equitable and
inclusive environments. Further research is needed to explore effective strategies for recognizing cultural
backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs,
and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances
understanding and informs evidence-based practices in culturally responsive teaching. Keywords:
Culturally responsive
pedagogy, learning needs,
RESUME ethnically diverse classroom
A pedagogia culturalmente responsiva é crucial na educação, valorizando origens diversas para criar
ambientes de aprendizagem inclusivos. Este artigo sintetiza 32 fontes de literatura de forma sistemática, Keywords:
destacando a importância de reconhecer as origens culturais, construir relacionamentos, adaptar a Pedagogia culturalmente
instrução e promover a consciência crítica. O reconhecimento das origens dos alunos melhora o responsiva, necessidades de
desempenho acadêmico e o engajamento, enquanto relacionamentos positivos promovem o senso de aprendizado, sala de aula
pertencimento e bem-estar. A adaptação da instrução atende a diversas necessidades e melhora os etnicamente diversa.
resultados. Promover a consciência crítica capacita os alunos a desafiar estereótipos e abordar injustiças
sociais. O desenvolvimento profissional contínuo e o apoio são essenciais para uma implementação eficaz.
Ao abordar essas áreas, as instituições educacionais podem criar ambientes equitativos e inclusivos. Mais
pesquisas são necessárias para explorar estratégias eficazes de reconhecimento de origens culturais,
investigar o impacto de comunidades inclusivas, estudar estratégias para diversas necessidades de
aprendizagem e examinar os resultados da promoção da consciência crítica. O enfrentamento dessas
lacunas melhora a compreensão e informa práticas baseadas em evidências no ensino culturalmente
responsivo.

DOI: 10.48017/dj.v8i4.2780
 CAINGCOY, Manuel E.

Introduction
Culturally responsive pedagogy is an educational approach that recognizes the diverse
backgrounds and experiences of learners and seeks to create inclusive and engaging learning
environments. This approach goes beyond "good teaching" and emphasizes the need for
educators to incorporate students' cultural identities and perspectives into the teaching and
learning processes (Ladson-Billings, 1995). By doing so, culturally responsive pedagogy aims
to improve academic achievement, promote positive self-identity, and foster critical thinking
among learners (Gay, 2018; Villegas & Lucas, 2007).
Educators have recognized the significance of preparing teachers to effectively
implement culturally responsive pedagogy in their classrooms (Irvine, 2003). This preparation
involves developing a deep understanding of students' cultural backgrounds, experiences, and
diverse learning needs. Nieto (2009) highlights the socio-political context of multicultural
education and emphasizes the importance of affirming diversity in schools. Banks (2016)
further argues that cultural diversity should be acknowledged and integrated into curriculum
and teaching practices to create inclusive learning environments that empower all students.
Central to culturally responsive pedagogy is the notion of critical reflection by teachers
on their own cultural biases and assumptions (Howard, 2006). Teachers must engage in
ongoing self-reflection to examine how their own identities and experiences shape their
teaching practices. Ladson-Billings (2014) emphasizes the need for a continuous process of
growth and adaptation, referring to this as "culturally relevant pedagogy 2.0." Paris (2012)
calls for a shift in stance, terminology, and practice, advocating for culturally sustaining
pedagogy that sustains and nurtures students' cultural identities.
To effectively implement culturally responsive pedagogy, teachers must also possess
the knowledge and skills to address the specific needs of culturally diverse students in their
classrooms. Emdin (2016) emphasizes the importance of understanding the realities of urban
education and provides a framework for reality pedagogy. Sleeter (2011) highlights the need
for teacher preparation programs to address the overwhelming presence of whiteness and
provide teachers with the necessary tools to navigate culturally diverse schools.
CRP recognizes the diverse cultural backgrounds of students and seeks to create
inclusive and engaging learning environments. This approach requires ongoing teacher
reflection and self-awareness, as well as the development of knowledge and skills to effectively
address the needs of culturally diverse students. By embracing culturally responsive pedagogy,
educators can create classrooms that empower students, promote academic success, and foster
a sense of belonging and respect for all (Villegas & Lucas, 2007; Hammond, 2014; Milner,
2021).
This systematic overview aims to contribute to the existing body of knowledge on
culturally responsive pedagogy by synthesizing and analyzing the different pedagogical
approaches employed in educational settings. This comprehensive understanding of culturally

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responsive pedagogies will not only inform educational researchers but also provide guidance
to teachers, administrators, and policymakers seeking to create inclusive and equitable
learning environments for all students. The findings of this systematic overview aim to shed
light on the diverse approaches to culturally responsive pedagogy and provide insights into
their effectiveness and potential implications for educational practice.

Methods
To provide a comprehensive understanding of the different culturally responsive
pedagogies applied or used in the field, a systematic overview was conducted. A comprehensive
search strategy was employed, involving electronic databases such as ERIC, PsycINFO, and
Education Research Complete, Google Scholar, ProQuest as well as relevant journals and
books. The search terms included "culturally responsive pedagogy," "culturally relevant
teaching," "multicultural education," and "inclusive classrooms." The inclusion criteria
encompassed peer-reviewed articles and publications published in English within the last
decade, focusing on culturally responsive pedagogical approaches across various educational
settings and grade levels.
The initial search yielded a substantial number of articles, which were screened based
on their titles and abstracts to assess their relevance to the topic. The selected thirty-two
articles were then reviewed in-depth to extract information regarding the different culturally
responsive pedagogies utilized in practice. Common themes and patterns were identified to
provide a comprehensive overview of the various pedagogical strategies employed, including
but not limited to culturally relevant curriculum development, critical multicultural education,
funds of knowledge, and culturally responsive teaching practices.

Results and Discussion

Recognition and Valuing of Students' Cultural Backgrounds
One of the prominent themes that emerged from the data was the importance of
recognizing and valuing students' cultural backgrounds in the classroom. This theme aligns
with the principles of culturally relevant pedagogy (CRP) (Ladson-Billings, 1995; Ladson-
Billings, 2014). CRP emphasizes the need to acknowledge and incorporate students' cultural
experiences and knowledge into the curriculum to enhance their engagement and learning
outcomes (Alameddine, 2021). By doing so, teachers can create a culturally responsive learning
environment that validates students' identities and fosters a sense of belonging.
Research has demonstrated the positive impact of recognizing and valuing students'
cultural backgrounds. When students' cultural identities are acknowledged and respected, they
feel affirmed and motivated to learn (Gay, 2018, 2009). This recognition of students' cultural
backgrounds has been linked to higher levels of academic achievement, as students are more
likely to actively participate and connect their own experiences to the curriculum (Villegas &

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Lucas, 2007). Furthermore, by valuing students' cultural perspectives, teachers can help
nurture students' self-worth and strengthen their sense of belonging in the classroom (Allen et
al., 2017).

Building Relationships and Creating Inclusive Classroom Communities

Another significant theme that emerged was the importance of building positive
relationships and creating inclusive classroom communities. Culturally responsive teachers
recognize the significance of developing strong connections with their students (Chitpin &
Karoui, 2021; Noddings, 2015, 2005). By establishing a supportive and inclusive classroom
climate, teachers can create a safe space where students feel comfortable expressing their ideas
and identities (Baumgartner et al., 2015).
This theme aligns with the notion of culturally responsive practice, which emphasizes
the need for educators to cultivate caring and respectful relationships with their students
(Boon & Lewthwaite, 2015). Building positive teacher-student relationships has been linked to
improved student engagement, motivation, and academic achievement (Roorda et al., 2011).
When students perceive their teachers as supportive and invested in their well-being, they are
more likely to actively participate in class, seek academic challenges, and experience positive
emotions towards learning (Wentzel, 2002). Furthermore, creating an inclusive classroom
community helps foster a sense of belonging among students, reducing the likelihood of
marginalization and promoting positive social interactions (Gregory & Weinstein, 2004;
Irvine, 2003).
By prioritizing positive relationships and inclusivity in the classroom, teachers can
create an environment that supports students' social-emotional well-being, engagement, and
academic success. Developing strong teacher-student connections contributes to a sense of
trust, respect, and belonging, enabling students to thrive and reach their full potential within
the educational setting.

Adapting Instructional Strategies to Meet Diverse Learning Needs

The literature also highlighted the importance of adapting instructional strategies to
meet the diverse learning needs of students. CRP encourages teachers to employ a variety of
instructional methods that take into account students' cultural and linguistic backgrounds
(Bawagan, 2010; Hollins, 2015; Howard, 2006). By recognizing and integrating students'
cultural perspectives into the instructional design, teachers can create meaningful connections
between the curriculum and students' lived experiences (Ladson-Billings, 2014). This
alignment between instruction and students' cultural backgrounds fosters a sense of relevance
and authenticity, enhancing student engagement and learning outcomes (Ellerbrock et al.,
2016).

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Incorporating culturally responsive instructional strategies involves using culturally

relevant materials, examples, and activities that resonate with students' cultural identities and
experiences (Nieto, 2009). By incorporating diverse perspectives and incorporating culturally
responsive pedagogy, teachers can create a learning environment that values and validates
students' backgrounds and enhances their learning experiences (Echevarria et al., 2008).
Research has shown that when instructional strategies are aligned with students' cultural
backgrounds, students are more likely to be actively engaged in the learning process and
experience greater academic success (Ladson-Billings, 2014). By embracing culturally
responsive teaching, teachers can create inclusive classrooms where all students feel valued,
supported, and empowered to learn.

Challenging Stereotypes and Promoting Critical Consciousness

The data also revealed the importance of challenging stereotypes and promoting critical
consciousness in the classroom. Culturally responsive teachers aim to empower students by
helping them develop a critical understanding of social injustices and inequities (Brown-Jeffy
& Cooper, 2011). By incorporating diverse perspectives and encouraging critical thinking,
teachers can foster a sense of agency and empower students to become advocates for social
justice (Han et al., 2014; Ladson-Billings, 1995).
This theme aligns with the principles of culturally sustaining pedagogy, which
recognizes the need to address systemic inequities and engage students in critical dialogue
(Ava, 2020). Culturally responsive teachers create opportunities for students to critically
examine their own biases and challenge stereotypes that perpetuate inequality (Sleeter, 2011).
By providing a space for students to analyze power structures and explore social issues,
teachers can facilitate the development of students' critical consciousness, enabling them to
make informed decisions and take action to address societal inequities (Paris, 2012).
Research has demonstrated that when students are exposed to critical perspectives and
encouraged to challenge stereotypes and biases, they develop a deeper understanding of social
issues and are more likely to actively participate in creating positive change (Han et al., 2014;
Sleeter, 2011). By promoting critical consciousness in the classroom, teachers not only enhance
students' critical thinking skills but also empower them to question injustice and contribute to
a more equitable society. CRP provides a framework for teachers to engage students in critical
dialogue and foster their sense of agency, preparing them to become active agents of change in
their communities and beyond.

Professional Development and Support for Teachers

The data highlighted the need for ongoing professional development and support for
teachers in implementing culturally responsive pedagogy. Teachers require training and
resources to effectively implement CRP in their classrooms (Gist, 2017). By investing in

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professional development, educational institutions can ensure that teachers have the tools and
support needed to create culturally responsive learning environments.
This theme aligns with the recommendations from various studies, emphasizing the
importance of providing teacher educators with the necessary knowledge and skills to support
pre-service and in-service teachers in their journey toward culturally responsive practice
(Durante, 2022). Teacher educators play a crucial role in equipping teachers with the
pedagogical strategies, cultural competence, and critical reflection skills necessary for the
successful implementation of culturally responsive pedagogy (Zeichner, 2003). By providing
comprehensive and ongoing professional development opportunities, institutions can help
teachers deepen their understanding of cultural diversity, develop culturally responsive
instructional practices, and effectively navigate the complexities of diverse classrooms (Hollins
& Guzman, 2009).
Additionally, ongoing support and mentoring can help teachers overcome challenges
and sustain their commitment to culturally responsive teaching (Hollins & Guzman, 2009).
Building a supportive community of practice where teachers can collaborate, share
experiences, and reflect on their practice is essential for continuous growth and improvement
(Darling-Hammond et al., 2017; Villegas & Lucas, 2007). Engaging in reflective practice and
receiving feedback from peers and mentors can enhance teachers' capacity to implement
culturally responsive pedagogy effectively (Lieberman & Miller, 2008). Furthermore, fostering
a culture of lifelong learning among teachers encourages them to stay updated with current
research, innovative instructional approaches, and evolving student needs, further
strengthening their ability to create inclusive and equitable learning environments (Villegas &
Lucas, 2007; Zeichner & Hoeft, 2003).

Conclusion
The findings of this study emphasize the importance of recognizing and valuing
students' cultural backgrounds in the classroom, creating inclusive classroom communities,
adapting instructional strategies to meet diverse learning needs, and challenging stereotypes
to promote critical consciousness. By incorporating culturally relevant pedagogy and
materials, teachers can validate students' identities and foster a sense of belonging while
enhancing student engagement and learning outcomes. Building positive relationships and
cultivating an inclusive classroom climate contribute to improved student engagement,
motivation, and academic achievement while reducing marginalization. Additionally,
empowering students to critically understand social injustices and inequities prepares them to
be advocates for social justice.
Furthermore, the study highlights the necessity of ongoing professional development
and support for teachers in implementing culturally responsive pedagogy. Providing teachers
with the necessary knowledge, skills, and resources through comprehensive professional

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development opportunities enables them to create culturally responsive learning

environments. Ongoing support and mentoring are essential in helping teachers overcome
challenges and sustain their commitment to culturally responsive teaching. By addressing
these key areas, educational institutions can foster a more equitable and inclusive educational
experience for all students, ensuring that their cultural backgrounds are recognized, their
identities valued, and their diverse learning needs met.
Further research in this area is essential to advance our understanding and practice of
culturally responsive pedagogy. Firstly, future studies could explore the specific strategies and
approaches that effectively recognize and value students' cultural backgrounds. Studies may
examine the impact of these approaches on student engagement, motivation, and academic
achievement across different contexts. Additionally, the research could investigate the long-
term effects of building positive relationships and creating inclusive classroom communities
on students' academic and socio-emotional outcomes, as well as the factors that facilitate or
hinder the development of such environments. Additional studies could also delve into the
specific instructional strategies and interventions that effectively meet diverse learning needs,
examining their effectiveness in promoting equitable learning outcomes for students from
different cultural backgrounds. Lastly, future research could investigate the impact of
challenging stereotypes and promoting critical consciousness on students' social justice
awareness, civic engagement, and ability to effect positive change in their communities. By
addressing these research gaps, we can continue to enhance our knowledge and inform
evidence-based practices that foster culturally responsive teaching and create more inclusive
educational environments.

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