Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research

Achinstein B. Ogawa R. T. (2012). New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind. Journal of Educational Change, 13, 1–39.

Adams A. Bondy E. Kuhel K. (2005). Preservice teacher learning in an unfamiliar setting. Teacher Education Quarterly, 32(2), 41–62.

Aguirre J. M. del Rosario Zavala M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8(2), 163–190.

Akiba M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658–697.

Alim H. S. Paris D. Wong S. P. (2020). Culturally sustaining pedagogy: A critical framework for centering communities. In Nasir N. S. Lee C. D. Pea R. de Royston M. M. (Eds.), Handbook of the cultural foundations of learning (pp. 261–276). Routledge.

Aronson B. Laughter J. (2016). The theory and practice of cultural relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206.

Au K. Jordan C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba H. T. Guthrie G. P. Au K. (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 139–152). Newbury.

Bell D. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533.

Bennett M. M. (2008). Understanding the students we teach: Poverty in the classroom. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(6), 251–256.

Bergeron B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher’s classroom: Encountering disequilibrium. Urban Education, 43(1), 4–28.

Bondy E. Ross D. D. Hambacher E. Acosta M. (2012). Becoming warm demanders: Perspectives and practices of first year teachers. Urban Education, 48(3), 420–450.

Bottiani J. H. Larson K. E. Debnam K. J. Bischoff C. M. Bradshaw C. P. (2018). Promoting educators’ use of culturally responsive practices: A systematic review of inservice interventions. Journal of Teacher Education, 69(4), 367–385.

Boyle-Baise M. (2005). Preparing community-oriented teachers: Reflections from a multicultural service-learning project. Journal of Teacher Education, 56(5), 446–458.

Brown K. D. (2014). Teaching in color: A critical race theory in education analysis of the literature on preservice teachers of color and teacher education in the U.S. Race Ethnicity and Education, 17(3), 326–345.

Buehler J. Gere A. R. Dallavis C. Haviland V. S. (2009). Normalizing the fraughtness. Journal of Teacher Education, 60(4), 408–418.

Castagno A. E. Brayboy B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993.

Chicola N. A. (2007). A view beyond tolerance: Teacher candidate experiences with culturally responsive education. The International Journal of Learning, 14(8), 211–219.

Cochran-Smith M. Ell F. Ludlow L. Grudnoff L. Aiken G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38.

Cochran-Smith M. Villegas A. M. (with Abrams L. W. Chavez-Moreno L. C. Mills T. Stern R. ). (2016). Research on teacher preparation: “Charting the landscape of a sprawling field.” In Gitomer D. Bell C. (Eds.), Handbook of research on teaching (5th ed., pp. 439–547). American Educational Research Association.

Dantas-Whitney M. Waldschmidt E. D. (2009). Moving toward critical cultural consciousness in ESOL and bilingual teacher education. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 32(1), 60–76.

Darder A. (Ed.). (2019). Decolonizing interpretive research: A subaltern methodology for social change. Routledge.

Daunic A. P. Correa V. I. Reyes-Blanes M. E. (2004). Teacher preparation for culturally diverse classrooms: Performance-based assessment of beginning teachers. Teacher Education and Special Education, 27(2), 105–118.

Deloria V. (1970). We talk, you listen: New tribes, new turf. University of Nebraska Press.

DeVillar R. A. Jiang B. (2012). From student teaching abroad to teaching in the U.S. classroom: Effects of global experiences on local instructional practice. Teacher Education Quarterly, 39(3), 7–24.

Dixson A. D. Ladson-Billings G. (2017). Harambee: Pulling it all together. Teachers College Record, 119(1), 1–6.

Downey J. A. Cobbs G. A. (2007). “I actually learned a lot from this”: A field assignment to prepare future pre-service math teachers for culturally diverse classrooms. School Science & Mathematics, 107(1), 391–403.

Durden T. R. Truscott D. M. (2013). Critical reflectivity and the development of new culturally relevant teachers. Multicultural Perspectives, 15(2), 73–80.

Edwards S. Kuhlman W. (2007). Culturally responsive teaching: Do we walk our talk? Multicultural Education, 14(4), 45–49.

Endo R. (2015). Linking practice with theory to model cultural responsiveness: Lessons learned from a collaborative service-learning project in an urban elementary classroom. Multicultural Education, 23(1), 23–31.

Flynn J. E. (2015). Racing the unconsidered: Considering whiteness, rubrics, and the function of oppression. In Tenam-Zemach M. Flynn J. E. (Eds.), Rubric nation: Critical inquiries on the impact of rubrics in education (pp. 201–221). Information Age.

Frye B. Button L. Kelly C. Button G. (2010). Preservice teachers’ self-perceptions and attitudes toward culturally responsive teaching. Journal of Praxis in Multicultural, 5(1), 6–22.

Fylkesnes S. (2018). Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity. Teaching and Teacher Education, 71, 24–33.

Gay G. (2000). Culturally responsive teaching: Theory, research & practice. Teachers College Press.

Gere A. R. Buehler J. Dallavis C. Haviland V. S. (2009). A visibility project: Learning to see how pre-service teachers take up culturally responsive pedagogy. American Educational Research Journal, 46(3), 816–852.

Gunn A. A. Bennett S. V. Evans L. S. Peterson B. J. Welsh J. L. (2013). Autobiographies in preservice teacher education: A snapshot tool for building a culturally responsive pedagogy. International Journal of Multicultural Education, 15(1), 1–20.

Gunn A. A. King J. R. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168–186.

Han K. T. Laughter J. (2019). Critical race theory in teacher education: Informing classroom culture and practice. Teachers College Press.

Herndl C. Nahrwold C. (2000). Research as social practice: A case study of research on technical and professional communication. Written Communication, 17(2), 258–296.

Hill K. D. (2012). We’re actually comfortable with diversity: Affirming teacher candidates for culturally relevant reading pedagogy in urban practicum. Actions in Teacher Education, 34, 420–432.

Howard T. C. Rodriguez-Scheel A. (2017). Culturally relevant pedagogy 20 years later: Progress or pontificating? What have we learned, and where do we go? Teachers College Record, 119(1), 1–32.

Hsiao Y. (2015). The culturally responsive teacher preparedness scale: An exploratory study. Contemporary Issues in Education Research, 8(4), 241–250.

Jackson T. O. (2015). Perspectives and insights from preservice teachers of color on developing culturally responsive pedagogy at predominantly White institutions. Action in Teacher Education, 37(3), 223–237.

Jacobs J. Casciola V. Arndt K. Mallory M. (2015). Embedding culture in a field experience seminar: Lessons learned about promoting preservice teacher critical consciousness in an urban school partnership. School-University Partnerships, 8(2), 14–25.

Kelley T. L. (2020). Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens. Teaching and Teacher Education, 91(1), 1–14.

Kimmerer R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.

Kindle K. J. Schmidt C. M. (2011). Outside in and inside out: Using a case study assignment in a reading methods course. Teacher Education Quarterly, 38(3), 133–149.

Ladson-Billings G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

Ladson-Billings G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211–247.

Ladson-Billings G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.

Ladson-Billings G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74–135.

Ladson-Billings G. Tate W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47–68.

Lather P. (1999). To be of use: The work of reviewing. Review of Educational Research, 69(1), 2–7.

Leonard J. Moore C. M. Brooks W. (2014). Multicultural children’s literature as a context for teaching mathematics for cultural relevance in urban schools. Urban Review, 46(3), 325–348.

Lickteig A. D. Rozell J. Peterson A. (2019). Here is the place to begin your explorations: An autoethnographical examination into student teaching abroad. Educational Considerations, 45(1), 1–20.

Liggett T. Watson D. Griffin L. (2017). Language use and racial redirect in the educational landscape of “just good teaching.” Teacher Education, 28(4), 393–405.

Marx H. Moss D. M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35–47.

Matias C. E. (2016). Feeling white: Whiteness, emotionality, and education. Sense.

Matias C. E. (Ed.). (2020). Surviving Becky(s): Pedagogies for deconstructing whiteness and gender. Lexington Books.

Matias C. E. Mackey J. (2016). Breakin’ down whiteness in antiracist teaching: Introducing critical whiteness pedagogy. Urban Review, 48(1), 32–50.

Matsuda M. Lawrence C. Delgado R. Crenshaw K. W. (1993). Words that wound: Critical race theory, assaultive speech and the first amendment. Westview Press.

McCollough C. Ramirez O. (2012). Cultivating culture: Preparing future teachers for diversity through family science learning events. School Science & Mathematics, 112(7), 443–451.

McCormick T. M. Eick C. J. Womack J. S. (2013). Culturally responsive teaching: Awareness and professional growth through a school-university collaboration. School-University Partnership, 6(1), 6–14.

McCray A. D. Sindelar P. T. Kilgore K. K. Neal L. I. (2002). African-American women’s decisions to become teachers: Sociocultural perspectives. International Journal of Qualitative Studies in Education, 15(3), 269–290.

Miller P. C. Mikulec E. A. (2014). Pre-service teachers confronting issues of diversity through a radical field experience. Multicultural Education, 21(2), 18–24.

Milner H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.

Milner H. R. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59(4), 332–346.

Milner H. R. (2017). Where’s the race in culturally relevant pedagogy? Teachers College Record, 119(1), 1–32.

Milner H. R. Howard T. C. (2013). Counter-narrative as method: Race, policy and research for teacher education. Race Ethnicity and Education, 16(4), 536–561.

Mohatt G. Erickson F. (1981). Cultural differences in teaching styles in an Odawa school: A sociolinguistic approach. In Trueba H. T. Guthrie G. P. Au K. (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 105–119). Newbury.

Morton M. L. Bennett S. (2010). Scaffolding culturally relevant pedagogy: Pre-service teachers in an urban University/School collaboration. Journal of Ethnographic & Qualitative Research, 4(3), 139–150.

Paris D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

Parkhouse H. (2015). Presenting precious knowledge: Using film to model culturally sustaining pedagogy and youth civic activism for social studies teachers. The New Educator, 11(3), 204–226.

Pham L. H. (2018). New programmatic possibilities: (Re)positioning preservice teachers of color as experts in their own learning. Teacher Education Quarterly, 45(4), 51–71.

Picower B. (2009). The unexamined whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215.

Picower B. (2013). You can’t change what you don’t see: Developing new teachers’ political understanding of education. Journal of Transformative Education, 11(3), 170–189.

Picower B. (2021). Reading, writing, and racism: Disrupting whiteness in teacher education and in the classroom. Beacon Press.

Pohan C. A. Ward M. Kouzekanani K. Boatright C. (2009). The impact of field placement sites on preservice teachers’ beliefs about teaching diverse students. School-University Partnerships, 3(1), 43–53.

Price-Dennis D. Souto-Manning M. (2011). (Re)framing diverse pre-service classrooms as spaces for culturally relevant teaching. Journal of Negro Education, 80(3), 223–238.

Ramirez P. Jimenez-Silva M. Boozer A. Clark B. (2016). Going against the grain in an urban Arizona high school: Secondary preservice teachers emerging as culturally responsive educators. Multicultural Perspectives, 18(1), 20–28.

Ramos K. (2017). Tackling a tough task: Teaching today’s teachers to teach English learners. International Journal of Teaching and Learning in Higher Education, 29(3), 471–489.

Rogers R. Mosley-Wetzel M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62–92.

Ross D. Howie S. Halsall S. Vescio V. (2007). No excuses: Preparing novice teachers for poverty schools. Teacher Education and Practice, 20(4), 395–408.

Samuels A. J. Samuels G. L. Cook T. M. (2017). Examining perceptions of culturally responsive pedagogy in teacher preparation and teacher leadership candidates. SRATE Journal, 26(2), 50–60.

Scheurich J. J. Young M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26(4), 4–16.

Scott J. Scott B. (2015). They “really” don’t speak English: Helping preservice teachers experience cultural and linguistic diversity. AILACTE Journal, 12(1), 17–34.

Seglem R. Garcia A. (2015). “So we have to teach them or what?” Introducing preservice teachers to the figured worlds of urban youth through digital conversation. Teachers College Record, 117(3), 1–34.

Simpson L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.

Siwatu K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching & Teacher Education, 23(7), 1086–1101.

Siwatu K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching & Teacher Education, 27(2), 357–365.

Sleeter C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.

Sleeter C. E. (2008). Preparing White teachers for diverse students. In Cochran-Smith M. Feiman-Memser S. McIntyre D. J. Demers K. E. (Eds.), Handbook of research in teacher education: Enduring questions in changing contexts (pp. 559–582). Routledge.

Sleeter C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584.

Sleeter C. E. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169.

Stachowski L. J. (1998). Student teachers’ efforts to promote self-esteem in Navajo pupils. Educational Forum, 62(4), 341–346.

Strom K. Martin A. (2017). Becoming-teacher: A rhizomatic look at first-year teaching. Sense.

Taylor E. Gillborn D. Ladson-Billings G. (2009). Foundations of critical race theory in education. Routledge.

Thomas C. L. Tancock S. M. Zygmunt E. M. Sutter N. (2020). Effects of a community-engaged teacher preparation program on the culturally relevant teaching self-efficacy of preservice teachers. The Journal of Negro Education, 89(2), 122–135.

Truscott D. M. Obiwo S. M. (2021). School-based practices and preservice teacher beliefs about urban teaching and learning. Peabody Journal of Education, 96(1), 54–64.

Ukpokodu O. N. (2011). How do I teach mathematics in a culturally responsive way? Multicultural Education, 19(3), 47–56.

Vaughan W. (2004). Prospective teachers’ attitudes and awareness toward culturally responsive teaching and learning. Teacher Education and Practice, 17(1), 45–55.

Villegas A. M. Lucas T. (2002). Educating culturally responsive teachers: A coherent approach. State University of New York Press.

Walker-Dalhouse D. Dalhouse D. A. (2006). Investigating White preservice teachers’ beliefs about teaching in culturally diverse classrooms. Negro Educational Review, 57(1–2), 69–84.

Whipp J. L. (2013). Developing socially just teachers: The interaction of experiences before, during, and after teacher preparation in beginning urban teachers. Journal of Teacher Education, 64(5), 454–467.

Whitaker M. C. Valtierra K. M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171–182.

Wiggins R. A. Follo E. J. Eberly M. B. (2007). The impact of a field immersion program on pre-service teachers’ attitude toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23, 653–663.

Xu S. H. (2000). Preservice teachers in a literacy methods course consider issues of diversity. Journal of Literacy Research, 32(4), 505–531.

Zygmunt E. Cipollone K. Tancock S. Clausen J. Clark P. Mucherah W. (2018). Loving out loud: Community mentors, teacher candidates, and transformational learning through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127–139.