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    Why Culturally Responsive Teaching And Why Now?: A Literature Review

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    Title
    Why Culturally Responsive Teaching And Why Now?: A Literature Review
    Author
    Marotta, Ava
    Date
    2021
    Subject
    culturally responsive teaching
    student enrollment
    policy
    teacher preparation programs
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.13013/2228
    Abstract
    The purpose of this research is to examine the role culturally responsive teaching (CRT) plays in providing equitable education for students. CRT has been defined by various scholars in the field, and the overlapping purpose is that the experience in the classroom must be reflective of the lived experiences outside the classroom with the goal of equity at the forefront. This research paints a clear picture of what CRT is and explores the position policy and law have on the ability to implement a culturally responsive practice. Many people ask the questions of why CRT and why now? The current student enrollment demographics in the United States does not reflect a White majority anymore; our student enrollment reflects a more diverse population of students that is composed of more students of color, including African American and Latinx students, which have historically been viewed as minority groups. District wide curriculum, school wide practice, and school environments should be in alignment and reflective of diverse groups of students and no longer just apply to White students. This review of current literature further supports CRT providing student-centered education while using cultural differences as leverage for all students to reach a high standard of success. Implications are provided for educators in K-12, policy makers or curriculum designers, and higher education teacher licensure program.
    Advisor
    Cervoni, Cleti
    Department
    Education
    Degree
    Bachelor of Science (BS)
    Collections
    Honors Theses

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