Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

Abstract

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

“…The case study reports on how a Black trainee teacher, with White-middle class values teaching Black students, was forced to evaluate the perspectives of culturally responsive teaching (CRT) to fit and be effective in her class. According to Bottiani et al (2018), not all teachers can address culturally responsive teaching issues effectively. This suggests a need for in-service training in CRP and CRT interventions.…”

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

“…Previous studies have shown the importance of not only the content material of multicultural modules, but also the teaching/learning methods applied (Brown, ; Ukpokodu, ; Acquah & Commins, ) in order to develop preservice teachers’ knowledge, skills and dispositions to teach in diverse contexts. It seems that courses which apply experiential learning shape positively preservice teachers’ diversity beliefs (Acquah & Commins, ; Civitillo et al ., ), even though little is known about their long‐term effects and impact on actual pedagogical practice (Bottiani et al ., ). These studies suggest active learning that translates theory into practice, provides first‐hand cultural interactions and allows preservice teachers time for critical self‐analysis.…”

“…Although multiculturalism might be discussed in teacher education, teachers still often feel unprepared and uncertain how to respond to cultural diversity in the classroom (Seidl, ; Mansikka & Holm, ; Keddie & Niesche, ; Acquah, ; Szelei et al ., ). These challenges continue to raise questions for initial teacher education, and how cultural diversity perspectives are taught: the marginal position of the subject; the way courses tend to transmit superficial understandings, often contradictory to the goals of social justice; and the little influence they have in actually preparing teachers to develop pedagogies in diverse contexts (Conklin, ; Gorski, , ; Lander, ; Bottiani et al ., ).…”

Teaching in a global society: Considerations for university-based educational leadership

“…Derived from the extensive body of literature on teaching and learning, principles relating to theories of motivation (Grow, 1991;Hersey & Blanchard, 1988) and culturally responsive practices (Bottiani et al, 2018;Gay, 2002Gay, , 2010Ladson-Billings, 1992, 2009 are recognized in this discussion as essential elements in re-envisioning adult education to meet the demands of a culturally diverse society.…”

“…In a systematic review of empirical studies about inservice interventions intended to promote culturally responsive practices (CRP), Bottiani et al (2018) credited Ladson-Billings (1994 and Gay (2002Gay ( , 2010 for their work in culturally relevant and culturally responsive teaching respectively. Of 179 peer-reviewed articles screened for consideration, 10 articles met the criteria established by Bottiani et al (2018). According to these researchers, the 10 eligible articles included school-level or staff interventions to improve culturally responsive practices and reported findings from an empirical research study.…”