This case study examined the creation of a collaborative learning environment focused on the development of teacher attitudes, perceptions, and practices that are culturally responsive. Sixth and eighth grade teachers collaborated in small groups over the course of a school-year, focusing on dialogue, activities, and readings related to race and culture. The ways in which teachers involved in the study developed thinking in regards to their cultural awareness, sense of efficacy, and instructional practices played central roles in this study.
This qualitative case study was conducted by the school principal, who was a participant-observer. Data collection instruments included pre-program interviews, mid-program reflective journals, post-program interviews, and researcher field notes.
Prior to the start of the program, teachers expressed that they rarely spoke with students and peers about issues related to race and culture, provided minimal accommodations for students of color within the classroom setting, exhibited mixed beliefs in terms of their abilities as teachers to meet the learning needs of students of color, and had a limited understanding of their own racial identities.
As a result of their participation in the Culturally Responsive Teaching Program, most teachers experienced growth in terms of their perceptions of the their own racial identity development, efficacy, and increased their sense of comfort and desire to speak with students and peers about issues related to race and culture.
Implications for practice include the need for; courageous leadership, persistence, promotion of the development of racial identity, understanding of racial identity development, promotion of collaboration, advancement of transformational learning, and the development of multi-dimensional learning experiences. Limitations of this study include the researcher's role as school principal and participant-observer, small sample size, and relatively short study duration.
Recommendations for future research include increasing the sample size and program duration, investigation of changes in student experiences as a result of teacher participation in a similar program, and investigating the effect of a similar program when focused upon particular racial and cultural groups, as opposed to the broad approach utilized within the Culturally Responsive Teaching Program.
