The study used a qualitative case study research paradigm. There is a growing body of research which demonstrates that a culturally relevant instructional approach is effective with these students. The purpose of this study was to identify the beliefs of teachers who use “culturally relevant pedagogy” in their classrooms and to examine how they came to have those beliefs. In addition, the study explored the impact of these beliefs on the teachers…#8482; instructional practices. This study was guided by two research questions: 1) How did teachers who have been identified as using a culturally relevant pedagogy develop their cultural awareness and beliefs about multicultural education; and 2) What beliefs, if any, do these teachers share about culturally relevant instruction and how do they implement those beliefs in their classroom practice? During data analysis, themes were identified and categories were developed for each case. Findings emerged from a cross case analysis of themes and categories.
The methodology of this qualitative case study was cross case analysis. Six teachers who successfully use a culturally relevant pedagogical approach were interviewed and observed to examine the genesis of their beliefs about diversity, and how those beliefs guided the instructional practices in their classrooms. Data collection procedures included interviews, classroom observation and artifacts.
Data analysis revealed three central influences in the development of the teachers…#8482; cultural awareness and beliefs about multicultural education. Specifically, teachers were influenced by 1) their parents…#8482; attitudes, values and behaviors; 2) culturally sensitive experiences that affected them personally; 3) firsthand exposure to social injustice that raised their awareness of culturally-rooted inequities. It also characterized teachers…#8482; perceptions of factors that influenced their beliefs and guided their classroom instruction and practice. Data analysis revealed three broad beliefs about culturally relevant instruction that teachers demonstrated in their classrooms. Specifically, they cited the importance of 1) using a variety of instructional techniques; 2) designing student-centered instruction that promoted active learning and; 3) fostering a sense of personal empowerment in their students.
Implications of this study suggest the need for intentional firsthand experiences for student teacher education and professional development. In addition, it suggests that administrators build in effective mentoring programs to allow teachers to observe culturally relevant educators. Classroom teachers should learn all they can about the cultures and backgrounds of their students to make meaningful connections to the classroom study.
Future research is needed to continue to examine effective teachers and their beliefs and practices. More studies of the influences of teacher beliefs and how those influences impact classroom practice are needed. Furthermore, continuing to explore how more teachers can become culturally relevant educators by using culturally relevant pedagogy in their classrooms is also critical for all students. Teacher recruitment and teacher training are also areas which need further study.