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Overcoming the cultural teaching gap: an evaluative study of urban teachers’ implementation of culturally relevant instruction

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Content Running head: OVERCOMING THE CULTURAL TEACHING GAP

1

Overcoming the Cultural Teaching Gap: An Evaluative Study of Urban Teachers’
Implementation of Culturally Relevant Instruction
by
Derek Long

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Derek Long
OVERCOMING THE CULTURAL TEACHING GAP 2
Abstract
The racial achievement gap is a problem that is plaguing America’s school system. Across
the country, black and brown students are performing below their white classmates. According to
researchers like Gloria Ladson-Billings and Geneva Gay, one of the most effective ways to
reduce the achievement gap is to use culturally relevant instruction. The aim of this study was to
identify the obstacles that teachers face in trying to implement culturally relevant instruction in
their classroom. The primary research question was what are the knowledge, motivation, and
organizational elements that interfere with teachers’ implementation of culturally relevant
instruction? In this context, culturally relevant instruction includes recognizing the strengths of
students’ unique cultures and using those strengths to improve student achievement. The
research question was answered via survey responses and personal interviews with teachers. The
participants represent various, ages, genders, races, and content areas. The study showed that
teachers need to know how to implement culturally relevant strategies and have opportunities to
reflect on their teaching. They also need to feel confident in their abilities to use culturally
relevant instruction as well as knowing that it will improve student learning. The school also
needs to provide opportunities for teachers to focus on planning, implementing, and reflecting on
the teachers’ use of culturally relevant instruction. Finally, teachers need to have time to develop
positive relationships with their students, so they are able to learn about their students. In turn,
schools should provide robust professional development opportunities that include what
culturally relevant instruction is, why teachers should use it, and how the school can support use
of it. As part of the professional development, teachers will read and discuss research-based
articles, collaborate with other teachers, and conduct non-evaluative peer evaluations.

OVERCOMING THE CULTURAL TEACHING GAP 3
Dedication
This dissertation is dedicated to the teachers who empower, encourage, and embolden the
young men and women that society has look past for way too long. As advocates for
marginalized youth, you are disrupting years of oppression, and you are lighting a fire in students
that cannot be put out. More importantly, this dissertation is also dedicated to the students who
give me the opportunity to learn with them. In your lives, you will certainly encounter night, but
keep shining. The stars shine the brightest in the night.

OVERCOMING THE CULTURAL TEACHING GAP 4
Acknowledgements
I would like to thank and acknowledge my best friend and wife, Katie. You are my rock, and
there is no way I could have accomplished any of this without you. Thank you for letting “A
Trojan Football Weekend” turn into a doctoral program and dissertation. A special thank you to
Isaac, Noah, Selah, and Theo. Each word I write and each hour I teach is to make the world a
better place for you. Thank you to my mother, Wendy, and my father, Craig, for instilling in me
a passionate desire to learn and expect excellence from myself. Specifically, thank you dad for
paving the way to a career in education. Also, thank you to Uncle Tom who took me to my first
USC football game and let me catch the Trojan fever. Fight On!
To my dissertation committee, Dr. Monique Datta, Dr. Lawrence Picus, and Dr. Kathy
Hanson, thank you for your guidance in this endeavor. Dr. Datta, mahalo for encouraging me to
just start writing. Your Hawaiian spirit, timely feedback, and unwavering support has been
invaluable in pushing me across the finish line. Dr. Picus, thank you for the guidance and
encouragement. Dr. Hanson, thank you for providing the opportunity to escape reality and just
write for a weekend.
To my teaching colleagues near and far, thank you. Your commitment to our kids is
infectious, and that passion is what drives me to keep getting better. Brice, Jason, and Kiley,
thank you for entertaining all of my ramblings. To my TAC and ECET2 family, thank you for
elevating and celebrating teaching and teachers. No one knows how hard you work, and I am
blessed to be part of your tribe.
Finally, to all of my fellow Trojans in Cohort 3. I am incredibly fortunate to have
embarked on this journey with all of you. I have learned so much about perseverance, dedication,
and commitment from you. No doctors down.
OVERCOMING THE CULTURAL TEACHING GAP 5
Table of Contents
Abstract 2
Dedication 3
Acknowledgements 4
List of Tables 7
List of Figures 8
Chapter One: Introduction 9
Introduction of the Problem of Practice 9
Organizational Context and Mission 10
Organizational Goal 10
Related Literature 11
Importance of the Evaluation 13
Description of Stakeholder Groups 14
Stakeholder Groups’ Performance Goals 15
Stakeholder Group for the Study 15
Purpose of the Project and Questions 15
Conceptual and Methodological Framework 16
Definitions 17
Organization of the Project 17
Chapter Two: Review of the Literature 19
Implementing Culturally Relevant Instruction 19
Factors Keeping Teachers from Implementing Culturally Relevant Instruction 20
Summary of General Literature 23
The Gap Analysis Conceptual Framework 24
Stakeholder Knowledge Influences 25
Stakeholder Motivation Influences 28
Stakeholder Organization Influences 32
Chapter Three: Methodology 37
Purpose of the Study and Research Questions 37
Theoretical Framework 37
Methodological Framework 40
Assessment of Performance Influences 43
Validation of Knowledge Performance Influences 43
Validation of Motivation Performance Influences 45
Validation of Organization Performance Influences 46
Site Selection 47
Sample and Population 47
Data Collection and Instrumentation 48
Credibility and Trustworthiness 50
Role of Investigator 51
Ethics 52
Limitations and Delimitations 53
Chapter Four: Results and Findings 55
Overview of Purpose and Questions 55
Participating Stakeholders 55
Results and Findings for Knowledge Causes 58
OVERCOMING THE CULTURAL TEACHING GAP 6
Results and Findings for Motivation Causes 63
Results and Findings for Organization Causes 66
Summary 73
Chapter Five: Recommendations 75
Purpose of the Project and Questions 75
Knowledge Recommendations 76
Motivation Recommendations 81
Organization Recommendations 88
Integrated Implementation and Evaluation Plan 91
Data Analysis and Reporting 101
Summary 102
Limitations and Delimitations 103
Recommendations for Future Research 104
Conclusion 105
References 107
Appendices
Appendix A: Recruitment E-mail to Complete the Survey 113
Appendix B: Informed Consent for Study 114
Appendix C: Information Sheet for Study 116
Appendix D: Recruitment E-mail for Interviews 117
Appendix E: Survey Protocol 118
Appendix F: Interview Protocol 121
Appendix G: Survey to be Administered Immediately After Training 123
Appendix H: Survey to be Administered Two Weeks After Training 124

OVERCOMING THE CULTURAL TEACHING GAP 7
List of Tables

Table 1. Organizational Mission and Goals 14

Table 2. Stakeholder Knowledge Influences 28

Table 3. Stakeholder Motivation Influences 32

Table 4. Stakeholder Organizational Influences 35

Table 5. Summary of Knowledge, Motivation, and Organizational Assumed Influences 41

Table 6. Results of Knowledge Survey 58

Table 7. Results of Motivation Survey 63

Table 8. Results of Organization Survey 67

Table 9. Validated Influencers Table 72

Table 10. Summary of Knowledge Influences and Recommendations 77

Table 11. Summary of Motivation Influences and Recommendations 82

Table 12. Summary of Organization Influences and Recommendations 87

Table 13. Outcomes, Metrics, and Methods for External and Internal Outcomes 92

Table 14. Critical Behaviors, Metrics, Methods, and Timing 94

Table 15. Required Drivers to Support Teachers’ Critical Behaviors 95

Table 16. Components of Learning for the Program 99

Table 17. Components to Measure Reactions to the Program 100

Table 18. Troy High School External Organizational Goals 102

OVERCOMING THE CULTURAL TEACHING GAP 8
List of Figures

Figure 1. Culturally Relevant Instruction Theoretical Framework 39

Figure 2. Clark and Estes Gap Analysis Process Framework 40

Figure 3. Participants in Survey Organized by Content Area 56

Figure 4. Participants in Survey Organized by Years of Teaching Experience 56

Figure 5. Participants in Survey Organized by Gender 57

Figure 6. Participants in Survey Organized by Race 58

OVERCOMING THE CULTURAL TEACHING GAP 9
Overcoming the Cultural Teaching Gap: An Evaluative Study of Urban Teachers’
Implementation of Culturally Relevant Instruction
Chapter One: Introduction
Introduction of the Problem of Practice
The achievement of students attending the nation’s urban public high schools continues to be
a topic of interest across the country. According to Howard and Navarro (2016), there has been
an ongoing quest to effectively educate traditionally marginalized groups of students in U.S.
public schools. According to the U.S. Department of Education (2014), public schools in urban
centers are now serving more diverse student populations than ever before. Research shows that
the cultural background, race, and ethnicity contribute to a student’s academic achievement; this
demographic shift raises concerns about students who are coming from culturally diverse homes
(Aceves & Orosco, 2014). Non-white students depend on the public education system to be a
pathway to social, political, and economic mobility (Howard & Navarro, 2016). While there is a
concern about the academic performance of culturally diverse students, striking disparities still
remain (Aud, Fox, & Kewal-Ramani, 2010). Researchers conclude that when teachers try to be
more responsive to the cultures of their students, culturally diverse students will experience
greater academic success (Gay, 2010; Howard, 2003; Ladson-Billings, 2009). One of the
problems facing urban schools is that teachers are not considering the cultures of their students
when planning lessons, delivering instruction, or assessing learning. This problem contributes to
the academic achievement gap in which white students are outperforming their non-white
classmates. In order to overcome this problem, teachers need to recognize the teachers’
knowledge deficit, the obstacles to teacher motivation, and the organizational barriers that keep
teachers from effectively implementing culturally relevant instruction.
OVERCOMING THE CULTURAL TEACHING GAP 10
Organizational Context and Mission
Troy High School (THS) is a high school that serves all of the students living in the
northern part of a large urban school district in western Pennsylvania. The school serves
approximately 500 students and employs 50 teachers during the 2017-2018 school year. Almost
90% of the students at the school identify as black. On the other hand, 90% of the teachers are
white with only 10% of the teachers identifying as black. Troy High School goals are to
accelerate student achievement, eliminate racial disparities, create a positive school culture, and
foster innovation. The mission of THS is to focus on student achievement, manage resources
well, and approach education innovatively. According to the school’s website, the school holds
itself accountable for preparing all children to achieve academic excellence and strength of
character, so that they have the opportunity to succeed in all aspects of life. In order for all
students to succeed academically, the school focuses on eliminating the racial achievement gap
between the students of color and their white counterparts.
Organizational Goal
Since the school’s goal is to eliminate the racial achievement gap, THS’s organizational goal
states that 100% of its teachers will be able to effectively implement culturally relevant
instruction into their classroom instruction. Research suggests that if every teacher can
implement these teaching strategies the academic achievement gap will be reduced (Gay, 2010;
Howard, 2003; Ladson-Billings, 2009). The achievement of this goal will be measured by
observing classroom instruction, interviewing classroom teachers, and analyzing teachers’ lesson
plans.

OVERCOMING THE CULTURAL TEACHING GAP 11
Related Literature
The measures used to determine academic achievement show a disparity between the
performance of white students and non-white students. Minority students experience decreased
academic achievement on standardized tests and lower college completion rates. Specifically,
SAT test data show that white students are scoring almost 100 points better than minority
students (College Board, 2015). College graduation rates are declining for minority students, and
the graduation gap between white and non-white students grew eight percentage points
(Education Trust, 2016).
One of the obstacles that non-white students encounter is a curriculum that does not value
traditionally marginalized people groups (Aceves & Orosco, 2014). When school districts and
teachers use curricula that focuses on the dominant culture and use assessments that do not value
minority cultures, an entire segment of the student population is left behind. Teaching practices,
curriculum, and assessments do not reflect the diversity in U.S. public schools. Another
hindrance is the lack of diversity in the teaching profession. Even though multicultural education
should be a critical component of curriculum and pedagogy, research shows that this is not part
of most teachers’ preparation programs. In addition, teachers do not receive professional
development once they have their own classrooms (Gallavan, 1998). As America’s public
schools become more diverse, the teaching profession is seeing fewer people of color becoming
teachers (Aceves & Orosco, 2014; Cross, 2003). This cultural disconnect between white teachers
and their non-white students limits the effectiveness of the teacher to be culturally responsive to
his or her students.
This study follows previous studies by Gay (2010) and Ladson-Billings (2009). Gay (2010)
discusses the importance of culturally relevant teaching (CRT), while Ladson-Billings (2009)
OVERCOMING THE CULTURAL TEACHING GAP 12
focuses on culturally relevant pedagogy (CRP). For this study, both theories will be incorporated
into culturally relevant instruction (CRI).
According to Gay (2010), culturally responsive teaching (CRT) is using the cultural
knowledge, prior experiences, frames of reference, and performance styles of culturally diverse
students to make their classroom experience more relevant to the students. Culturally relevant
teaching depends on six dimensions that
1) empower students through high expectations;
2) utilize cultural knowledge, experiences, and perspectives;
3) validate every student’s culture in an attempt to bridge the gap between school and home;
4) teach the whole child by meeting the child’s social, emotional, and political needs
5) transform schools and societies by using a student’s strengths to drive instruction,
assessment, and curriculum; and
6) liberate students from traditionally oppressive educational norms.
According to Aronson and Laughter (2016), Gay’s early work focused on curriculum, but her
more recent work focused on instruction stressing the responsibility of the teacher to implement
effective lessons for culturally diverse students (Gay, 2013).
While Gay focuses on culturally relevant teaching, Gloria Ladson-Billings focuses on the
pedagogical implications of empowering students intellectually, socially, emotionally, and
politically (Ladson-Billings, 1994). Ladson-Billings (1995) identified three components to
culturally relevant pedagogy (CRP) that include
1) long-term academic achievement and not just performance on tests;
2) cultural competence that helps students to recognize and honor their own cultural beliefs
and practices; and
OVERCOMING THE CULTURAL TEACHING GAP 13
3) developing a sociopolitical awareness of the current inequities in society.
By implementing CRP into classroom instruction, teachers are able to more effectively meet the
needs of all of their students (Ladson-Billings, 2014).
When urban teachers do not effectively implement CRP and CRT into their classroom
instruction, students struggle academically, socially, and politically (Gay, 2010; Ladson-Billings,
2014). As the public school system looks to achieve more equitable outcomes for culturally
diverse students, public schools need to recognize the importance of culturally relevant
instruction.
Importance of the Evaluation
It is important to evaluate the school’s performance in relationship to the performance goal of
100% of teachers implementing of culturally relevant instruction for numerous reasons. If the
school is not responsive to the needs of its students, the repercussions are staggering.
Academically, the racial achievement gap will continue to grow as minority students’
achievement will lag behind their white counterparts. Minority students will experience lower
grade point averages, lower college-going rates, lower graduation rates, and lower standardized
test scores. Culturally, students who are not taught from a culturally responsive perspective will
struggle to appreciate their own culture as well as the cultures of others. Finally, when teachers
do not use CRI to inform their instruction, students will not be able to develop sociopolitical
consciousness and use the knowledge and skills they learn in school in order to solve real world
problems. Evaluating the organization’s performance will allow administrators and teachers to
collect data that can be used to assess teacher needs in terms of professional development in
implementation of CRI.

OVERCOMING THE CULTURAL TEACHING GAP 14
Description of Stakeholder Groups
The organization’s goal is that 100% of teachers at THS will be able to incorporate at least
one example of culturally relevant pedagogy in their classroom instruction as measured by a
quarterly surveys and personal interviews. This goal affects three primary stakeholders: 1. The
teachers were the primary focus of the study; 2. The administrative team at THS is the group of
individuals who are tasked with supporting and evaluating teachers; 3. The students who are
being educated in the teachers’ classrooms. Although there are multiple stakeholders who play a
critical role in the success of teachers successfully implementing culturally relevant instruction,
this study focused on the teachers. Teachers control what happens in their classrooms on a daily
basis and can modify their instruction based on their students’ responsivity to the class content
and instruction.
Stakeholder Groups’ Performance Goals
Table 1
Organizational mission, global goal and stakeholder goals
Organizational Mission
The mission of Troy High School is to be student-focused, well-managed, and innovative.
The school holds itself accountable for preparing all children to achieve academic excellence
and strength of character, so that they have the opportunity to succeed in all aspects of life. In
order for all students to succeed academically, the school focuses on eliminating the racial
achievement gap between the students of color and their white counterparts.
Organizational Global Goal
The Troy High School’s organizational global goal is to accelerate student achievement,
specifically to reduce the academic performance disparity between white and black students.
OVERCOMING THE CULTURAL TEACHING GAP 15
Stakeholder Goal
By the end of June 2018, 100% of teachers at Troy High School will be able to incorporate at
least one example of culturally relevant instruction into their classroom instruction as
measured by surveys and personal interviews.

Stakeholder Group for the Study
While the joint efforts of all stakeholders will contribute to the overall goal, it is important to
evaluate where the teachers are currently with regard to their performance goal. Therefore, the
stakeholders of focus for this study were all THS teachers. The stakeholders’ goal, supported by
the principal, is that 100% of THS teachers implement culturally relevant instruction into their
classroom. Successful implementation of culturally relevant instruction occurs when teachers
empower their students to appreciate their own culture and other people’s cultures and make the
course content relevant to the cultural context of every student. Failure to accomplish this goal
will lead to students not being successful academically. In turn, this contributes to a widening
achievement gap, increasing drop-out rate, and decreasing college-going rates. If teachers do not
use culturally relevant instruction, students also feel disconnected from the curriculum and do
not discover opportunities to learn about empowerment and opportunity. Ultimately, failure to
use culturally relevant instruction in a classroom limits the success of the students, teachers, and
the school as a collective.
Purpose of the Project and Questions
The purpose of this project was to examine the knowledge, motivation, and organizational
influences that interfere with teachers using culturally relevant instructional practices in their
classrooms using a gap analysis. The analysis generated a list of possible or assumed interfering
OVERCOMING THE CULTURAL TEACHING GAP 16
influences and then by examining these systematically to focus on actual or validated interfering
influences.
As such, the questions that guided this study were
1. What are the knowledge, motivation, and organizational elements that interfere
with teachers using culturally relevant instruction effectively?
2. What are the recommended knowledge, motivation, and organizational
solutions in using culturally relevant instruction in a high school classroom?
Conceptual and Methodological Framework
The Clark and Estes (2008) gap analysis was used as the conceptual framework to analyze
the obstacles teachers face when trying to implement culturally relevant pedagogy at THS. The
framework identified performance gaps that keep the organization from reaching its academic
performance goals. Clark and Estes (2008) assert that causes and solutions can be identified
which lead to organizational change. The authors identify three factors to look at within the gap
analysis: employee knowledge and skills, employee motivation, and organizational factors that
hinder organizational change. When assessing the knowledge and skills of employees, the
framework attempted to identify whether workers know what to do in order to reach the
organizational performance target. Assessing employee motivation means that the employees
want to work toward the organization’s performance goal.
This project employed a mixed methods data gathering and analysis. The current
performance of THS teachers in relationship to the organizational goal was assessed using
surveys and personal interviews. Research-based solutions were recommended and evaluated in
a comprehensive manner. Organizational obstacles pertain to the strategies, cultures, or resources
OVERCOMING THE CULTURAL TEACHING GAP 17
that enable or limit the employees progress toward achieving the performance goal (Clark &
Estes, 2008).
Definitions
Achievement Gap: the disparity between the academic performance of minority students and
their counterparts
Culturally Relevant Pedagogy: the theory that influences teaching that values the cultural
backgrounds of the students in the class
Culturally Relevant Teaching: the activities, curricula, and methodology that values the cultural
backgrounds of the students in the class
Cultural Competence: an individual’s ability to appropriately interact with people of different
cultures
Minority Students: students who racially identify as a race other than white
Non-white Students: students who identify with a race other than Caucasian
White Students: students who identify with the Caucasian race
Organization of the Project
The study is organized into five chapters. This chapter provides the reader with the key
concepts and terminology commonly found in a discussion about culturally relevant pedagogy.
The organization’s mission, goals and stakeholders and the framework for the project are
introduced. Chapter Two provides a review of current literature surrounding the scope of the
study. Examples of culturally relevant instruction, the consequences of its implementation, and
its impacts on teachers will be addressed. Chapter Three details the knowledge, motivation, and
organizational elements to be examined as well as methodology when it comes to choosing
participants, data collection, and analysis. In Chapter Four, the data and results are assessed and
OVERCOMING THE CULTURAL TEACHING GAP 18
analyzed. Chapter Five provides solutions, based on data and literature, for closing the perceived
gaps as well as recommendations for an implementation and evaluation plan for the solutions.
OVERCOMING THE CULTURAL TEACHING GAP 19
Chapter Two: Review of the Literature
Implementing Culturally Relevant Instruction
The racial academic achievement gap is a problem that is plaguing the American educational
system. Although the achievement gap has narrowed in the last 30 years, there is still a
substantial performance gap between black and white students (NEA, 2015). According to Gloria
Ladson-Billings (1992) and Geneva Gay (2003), the only way to effectively reduce the
achievement gap is by equipping teachers with a set of teaching strategies that values the culture
of the students. Culturally relevant instruction is utilized by teachers to increase the academic
achievement of culturally diverse students (Howard, 2003; Ladson-Billings, 1992).
This literature review examined the root causes of gaps in teachers’ implementation of
culturally relevant instruction. The review begins with general research on teachers’
implementation of culturally relevant instruction. The review is followed by an overview of
literature on the need for teachers to use culturally relevant pedagogy in classrooms with
multicultural learners. The literature will also explore the positive and negative consequences of
teachers implementing culturally relevant instruction into their classroom instruction. The review
will present an in-depth discussion on culturally relevant instructional strategies and their
implementation in culturally diverse classrooms. This section includes current research on
culturally relevant instruction in classrooms across the United States. Following the general
research literature, the review turns to the Clark and Estes Gap Analytic Conceptual Framework
and, specifically, knowledge, motivation and organizational influences on teachers’ abilities to
incorporate culturally relevant instruction into their classroom instruction. Although research
shows how implementing CRI will equip minority students to appreciate their unique culture
while also giving them skills to disrupt the oppression of mainstream culture, this study will
OVERCOMING THE CULTURAL TEACHING GAP 20
focus on how implementing CRI will increase the academic performance of minority students.
Howard (2003) asserts that the most important goal of implementing CRI is to increase the
academic achievement which includes closing the academic achievement, improving graduation
rates, and equipping students for college and careers.
Factors Keeping Teachers from Implementing Culturally Relevant Instruction
Teacher Preparation Programs
Teacher preparation programs are not adequately preparing teachers to meet the needs of
culturally diverse students. Milner (2012) asserts that since there are not universal standards that
teacher preparation programs are meeting. It is not clear what programs are covering and what
they are not covering. Since there are so many teacher preparation programs across the country,
it is difficult to monitor how teachers are being prepared. Most graduates of typical teacher
education programs know little about the cultural traits, behaviors, values, and attitudes which
different children of color bring to the classroom and how these factors affect the students’
responses to instructional situations (Smith & Smith, 2006). Without addressing the issues in
teacher preparation programs, teachers will lack the skills to effectively teach culturally diverse
students.
Program curricula lacks cultural diversity. Most teacher preparation programs do not
offer explicit instruction on how to meet the academic needs of culturally diverse students
(McKinney et al., 2007). If pre-service teachers do have explicit instruction, it is usually one
class (Lambeth, 2016; Villegas & Lucas, 2002). When teacher preparation programs limit the
amount of time for training about multiculturalism, future teachers lack the opportunity to learn
about students who are culturally different from them. Smith and Smith (2006) found that most
graduates of typical teacher preparation programs know little about the cultural traits, behaviors,
OVERCOMING THE CULTURAL TEACHING GAP 21
values, and attitudes that culturally diverse children bring to the classroom. Without knowing
these aspects of their students, future teachers are not aware of how these factors affect students’
responses in certain instructional situations.
Lack of personal cultural awareness. Another critical aspect of teacher preparation is being
aware of culture and subconscious biases. When entering a teacher preparation program, future
teachers have not had the opportunities to learn about their own cultures and the inherent
attitudes and presuppositions that they have developed (Lambeth, 2016; Taylor, Kumi-Yeboah,
& Ringlaben, 2016). If teachers are not encouraged to analyze their own cultural dispositions,
then they will struggle to implement effective instruction that is relevant to the cultures of their
students.
School Curricula that Focuses on Majority Cultures
The curricula that teachers are given to teach has historically focused on the majority
cultures, and in turn ignores minority cultures. As the school system gets increasingly diverse,
more students are struggling to connect with the content being delivered in the classroom
(Howard, 2003).
Content and textbooks are disconnected from students. Dando (2016) asserts that the
dominant expressions of race, gender, and class manifest themselves in school classrooms each
day. Anything that does not align with the norm of the majority culture is marginalized which
leaves the culturally diverse students feeling ostracized from what is being taught. Although
curricula materials have improved in recent years, they still need extensive changes in order for
the curricula to reflect the diversity of the students who are being taught (Lambeth, 2016). Byrd
(2016) found that when teachers try to connect the content to the interests and cultures of the
students, the students are more engaged and feel more connected to their schools.
OVERCOMING THE CULTURAL TEACHING GAP 22
Systemic Issues in Education
As the number of culturally diverse students rises, they are entering into a system that has
historically not served them well. Systemic issues, like racism and oppression, negatively impact
a student’s school experience.
Oppression of minority groups. Throughout the educational system, systemic problems
limit the educational experiences of students the system is designed to serve. The ideological
forces that affect public education have been established to ensure that certain issues are framed
in ways to promote an agenda focused on oppressing historically marginalized groups (Dando,
2016). These experiences are largely excluded from the curriculum that is being delivered to
culturally diverse students (Howard & Navarro, 2016). When the experiences of historically
marginalized groups are ignored within a school context, the issue of oppression persists.
Lack of Culturally Diverse Teachers
Growing number of diverse students. As the nation’s schools become increasingly diverse,
it is critical for the education system to analyze how teachers are examining and understanding
the racial complexities (Howard & Novarro, 2016). The school system’s increasing diversity
needs to be recognized, and it must influence the cultures at schools. As the student population in
public schools gets increasingly diverse, the teacher population is not (Taylor et al., 2016). With
fewer culturally diverse teachers, teachers must be prepared to support their students who are
different than they are.
High percentage of teaching staff is white. Lambeth and Smith (2016) found that since
most educators in the U.S. are white and middle class, culturally diverse students are
experiencing school differently than the students who look like their teachers. With an increasing
disparity between the number of culturally diverse students and the number of teachers who
OVERCOMING THE CULTURAL TEACHING GAP 23
identify as culturally diverse, there is a call for improved preparation and support for those
teachers (Taylor et al., 2016). Research indicates that educators are more effective at teaching
students who are similar to themselves as far as race, culture, and class (Lambeth & Smith,
2016). Teachers often develop preconceived notions about their students’ abilities, because they
are unfamiliar with the cultures their students are experiencing (Taylor et al., 2016). While the
high percentage of white teachers is not a problem that limits opportunities for culturally diverse
students, teachers need to be aware of the cultural disconnect and take deliberate steps to bridge
the gap.
Summary of General Literature
The factors that keep teachers from implementing culturally relevant instruction begin before
teachers enter the classroom. The preparation that future teachers receive do not adequately
prepare them for the challenges teachers face in increasingly diverse schools. Additionally,
teachers are given curricula that does not reflect the diversity that is in their classrooms. By
focusing on the dominant culture, historically marginalized groups of people are often ignored.
Furthermore, systemic issues like racism and oppression ignore the cultural diversity that is
present in classrooms. Finally, the student population continues to get more and diverse, but the
teaching staff does not reflect that diversity. The disconnect limits the effectiveness of teachers
to deliver culturally responsive instruction. As the research illustrates, teachers who teach
culturally diverse students are presented with significant obstacles to delivering instruction that is
relevant to the students. But, when teachers are able to intentionally implement culturally
relevant instruction, students will experience academic, political, and social success (Ladson-
Billings, 2009).

OVERCOMING THE CULTURAL TEACHING GAP 24
The Gap Analysis Conceptual Framework
The Clark and Estes (2008) Gap Analysis Conceptual Framework clarifies performance goals
which identify gaps in performance between the actual performance level and the organization’s
goal. After identifying the gap, the framework analyzes the stakeholder groups’ knowledge,
motivation, and organizational influences that contribute to the performance gaps (Clark & Estes,
2008). Krathwohl (2002) identifies four types of knowledge: (a) factual; (b) conceptual; (c)
procedural; and (d) metacognitive that determines if stakeholders have the knowledge to achieve
the organization’s performance goal. When analyzing motivation influences, the choice to think
about achieving the goal, the persistence to work toward the goal, and the mental effort to
achieve the goal all contribute to the analysis of the performance gap (Clark & Estes, 2008;
Rueda, 2011). Motivational principles like self-efficacy theory and expectancy value theory can
be analyzed when considering the performance gap (Rueda, 2011). Finally, organizational
influences on stakeholder performance include work process, resources, value chains and
streams, and workplace culture (Clark & Estes, 2008).
Each of these elements of the gap analysis will be addressed in terms of the classroom
teachers’ knowledge, motivation, and organizational needs to meet their performance goal of
every classroom teacher at THS implementing at least one culturally relevant instructional
strategy each day. The first section will be a discussion of assumed influences on the stakeholder
performance goal in the context of knowledge and skills. Next, assumed influences that impact
the stakeholders’ attainment of the stakeholder goal will be explored. Finally, the assumed
organizational influences on the achievement of the stakeholder goal will be analyzed. Each of
these assumed stakeholder knowledge, motivation, and organizational influences on performance
will be examined through the methodology discussed in Chapter Three.
OVERCOMING THE CULTURAL TEACHING GAP 25
Stakeholder Knowledge Influences
Knowledge and Skills
In this section, literature will be reviewed that focuses on knowledge-related influences that
relate to the goal of accelerating student achievement, specifically to reduce the academic
performance disparity between white and black students. In order to reach the organization’s
global goal, 100% of the teachers at THS will be able to incorporate at least one culturally
relevant teaching strategy into their classroom instruction. This literature review focuses on the
types of knowledge that influence the achievement of these goals.
Knowledge influences. The goal of this study is to determine whether teachers are aware of
culturally relevant teaching practices and how to implement them in their classroom instruction
in order to help the organization meet its goal of eliminating the racial achievement gap.
According to Clark and Estes (2008), an organization’s failure to meet goals is due to the
stakeholder’s lacking the knowledge to meet those goals. The following review examines
knowledge-related literature relevant to THS’s goal for all teachers to be able to implement one
culturally relevant strategy into their instruction by June 15, 2018. The knowledge influences
that impact the stakeholders’ goal can be classified into one of four knowledge categories as
described by Krathwohl (2002). A teacher needs to (1) know what culturally relevant instruction
is (declarative), (2) be able to identify culturally relevant teaching strategies (declarative), (3)
know how to implement those strategies in a classroom (procedural), and also (4) reflect and
self-assess the effectiveness of the lessons (metacognitive). When the Clark and Estes’ (2008)
gap analysis framework is considered with Krathwohl's (2002) revised taxonomy of knowledge
types, teachers are able to gain a more complete picture of how culturally relevant teaching
strategies will help culturally diverse students accelerate their achievement and eliminate the
OVERCOMING THE CULTURAL TEACHING GAP 26
racial achievement gap.
Teachers need to know culturally relevant teaching strategies. School systems across the
country are trying to address the achievement gap between white and black students. In order to
address this achievement gap, teachers incorporate elements of culturally relevant instruction to
increase the academic achievement of culturally diverse students (Howard, 2003; Ladson-
Billings, 1992). One example of a specific culturally relevant teaching strategy is high
expectations for all students (Hyland, 2009; Ladson-Billings, 1992; Tyler et al., 2006). Teachers
who teach in classrooms with predominately minority students must reject deficit thinking in that
they think minority students are not as capable as white students (Gay, 2002; Hyland, 2009). A
second strategy is allowing students to connect their own life experiences with the content of the
class (Hyland, 2009; Ladson-Billings, 1992; Tyler, et al. 2006). When students have
opportunities to connect past experiences to the current learning, they are more likely to be
engaged. A final example is using communication styles that students are familiar with (Cholewa
et al., 2014; Ladson-Billings, 1992; Tyler, et al., 2006). Students who are able to navigate
mainstream culture language will experience academic success. By knowing these strategies,
teachers are able to better engage their students in the content being taught in the classroom.
When teachers have the factual knowledge of what specific culturally relevant teaching strategies
are, they have the opportunity to implement them into their daily lesson plans and classroom
instruction. When culturally diverse students are able to access the course content, they will then
perform better academically. When minority students are able to more effectively access the
curriculum, they will experience better academic achievement. By increasing minority students’
academic achievement, the achievement gap will close which is the organization’s goal.

OVERCOMING THE CULTURAL TEACHING GAP 27
Teachers need to incorporate culturally relevant instruction that enhances the
curriculum. While knowing which teaching strategies are culturally relevant is important,
teachers also need to know how to incorporate those strategies into a classroom. According to
Tyler et al., (2006), creating lessons that offer real-world applications gives minority students
opportunities to work together and learn in ways that are more natural to them. Although
mainstream culture emphasizes competition and individualism, a culturally relevant classroom
values students working together on realistic and meaningful assignments (Cholewa et al., 2014).
Culturally relevant instruction uses their student cultures as the basis for helping students
understand themselves, structure social interactions, and conceptualize information (Ladson-
Billings, 1992). When teachers know how to use culturally relevant strategies in their classroom,
their students will be more engaged in the lessons that lead to increased academic performance,
political action, and social consciousness.
Teachers need to self-reflect. It is only when teachers are willing to self-reflect on their
own experiences and biases that they are able to develop a socio-political mindset that will allow
them to stand up against the mainstream culture that has marginalized minority students. Self-
reflection can be a difficult task because it forces the individual to ask challenging questions in
regard to how an individual sees people from different racial, ethnic, and cultural backgrounds
(Howard, 2003). In order to disrupt the deeply rooted perceptions in the education system,
teachers need to be willing to look at their own teaching practices and reflect on how they can
make them more relevant to their culturally diverse students (Henfield & Washington, 2012;
Ladson-Billings, 1992). According to Howard (2003), the stakes are too high for teachers to not
engage in this reflection process. Specifically, if white teachers are not self-reflective about their
practices, they could view the cultural disconnect between teacher and student as a hindrance to
OVERCOMING THE CULTURAL TEACHING GAP 28
the student’s academic performance (Henfield & Washington, 2012; Hyland, 2009). A teacher’s
willingness to ask tough questions about his or her own attitudes toward diverse students can
reflect a true commitment that the individual has toward students’ academic success and
emotional well-being (Howard, 2003). When choosing to incorporate culturally relevant teaching
practices, teachers are choosing to stand up against mainstream culture and are deconstructing
the societal and political structures that contribute to the marginalization of minority students
(Hyland, 2009; Ladson-Billings, 1992; Tyler et al., 2006). After self-reflection, teachers are able
to adjust their teaching practices to provide more effective instruction using culturally relevant
strategies to increase culturally diverse student academic performance which closes the
achievement gap.
Table 2
Knowledge Influences and Assessments
Assumed Influences Assessments
Declarative
Teachers need to know specific examples of
culturally relevant teaching strategies.
Qualitative Interview Item:
What specific things do you do in class that
could be considered to be responsive to your
students?
Procedural
Teachers need to know how to incorporate
culturally relevant teaching strategies that
enhance the curriculum.
Qualitative Interview Item:
Tell me about a lesson or a part of a lesson
where you tried to do something that was
being culturally relevant.
Metacognitive
Teachers need to be able to self-reflect and
consider how effectively they are implementing
the culturally relevant strategies in their
classrooms.
Likert Scale: I consistently reflect on my
lessons to try to make them more culturally
relevant

Stakeholder Motivation Influences
When analyzing an organization’s performance, the motivation of the stakeholders is also a
OVERCOMING THE CULTURAL TEACHING GAP 29
critical variable (Clark & Estes, 2008; Mayer, 2011; Rueda, 2011). In this section, literature is
analyzed that discusses the motivational influences behind teachers choosing to incorporate
culturally relevant teaching strategies. Two motivational theories that affect classroom teachers’
ability to influence the organizational goal are self-efficacy theory and expectancy value theory,
in particular expectancy value theory. By evaluating the motivation of the stakeholders involved,
it can be determined whether progress is being made toward the organizational goal of
accelerating student achievement, specifically reducing the disparity between white and black
students. In order to meet this organizational goal, 100% of the teachers at THS are going to be
able to incorporate at least one culturally relevant teaching strategy in their classroom instruction
by the end of the first semester. The following review examines the literature that focuses on the
motivational influences teachers have in implementing culturally relevant instruction.
Self-Efficacy Theory
Self-efficacy theory is defined by a stakeholder’s belief in his or her ability to be successful
when attempting a specific task (Bandura, 2000). If individuals do not believe that they can be
successful, then they have no incentive to attempt an action (Bandura, 2000). Stakeholder
performance is largely governed by people’s beliefs about themselves and their environment
(Clark & Estes, 2008). Pajares (2006) asserts that unless people believe that their actions can
have an impact on the desired outcome, they will not be motivated to overcome the difficulties
they experience. In general, individuals become more efficacious by seeing success in mastery
experience, vicarious experience, social persuasions, and physiological reactions (Pajares, 2006).
According to Siwatu (2011), mastery experiences are the most influential source in the
development of self-efficacy, because these experiences give an individual specific evidence of
his or her ability to complete a specific task successfully.
OVERCOMING THE CULTURAL TEACHING GAP 30
Classroom teachers. This literature review asserts that teachers should be motivated by
self-efficacy. When teachers are confident in their abilities to implement culturally relevant
instructional strategies, culturally diverse students will receive more culturally relevant
instruction. When culturally diverse students are receiving instruction that is relevant to their
culture, their academic performance increases which helps to close the achievement gap
(Ladson-Billings, 1992). When teachers have the knowledge of how to implement culturally
relevant teaching strategies in their daily instruction, they are more likely to feel efficacious in
teaching diverse learners (Fitchett, Starker, & Salyers, 2012). There is a strong correlation
between a teacher’s self-efficacy in teaching diverse learners and the academic performance of
those students (Chu & Garcia, 2014). For teachers, mastery experience is trying a strategy and
seeing it work in their own classroom. Siwatu (2011) asserts that actual teaching (mastery
experience) is the most influential activity to help a teacher develop self-efficacy. When teachers
are using culturally relevant instruction in their lessons, experiencing personal success when
implementing these strategies will develop a teacher’s efficacy. Vicarious experience is watching
other teachers implement strategies and seeing them experience success. Vicarious experiences
are especially helpful when teachers have not had any experience with implementing specific
strategies into their lessons (Siwatu, 2011). While social persuasions and physiological reactions
impact self-efficacy, they are not as influential as mastery and vicarious experiences (Siwatu,
2011). In order for a teacher to deliver quality instruction that will equip students to succeed
academically, socially, and politically, he or she must feel efficacious in implementing teaching
strategies that are culturally relevant.

OVERCOMING THE CULTURAL TEACHING GAP 31
Expectancy Value Theory
When analyzing an institution’s motivation, Eccles (2006) argues that what someone expects
to experience and the value he or she assigns to the options contributes to the success of the
organization. The theory is defined by two questions: “Can I do the task?” and “Do I want to do
the task?” (Eccles, 2006). Within the theory, value and expectancy are the two main components
(Eccles, 2006). A stakeholder determines the value of a task through attainment value, intrinsic
value, utility, and cost. When a stakeholder makes the choice to complete a task, expectancy is
how successful he or she feels (Eccles, 2006). Eccles (2006) asserts that the value that is placed
on a task is connected to a stakeholder’s perception of who he or she is (attainment value),
enjoyment of the task (intrinsic value), fulfillment of goals (utility value), and consequences of
participation (cost). Teachers will be more likely to implement culturally relevant teaching
strategies if they see how the strategies can help them be more effective in the classroom with
their culturally diverse students. Once they experience success, they will see themselves as a
more effective teacher of multicultural students.
Classroom teachers. Teachers need to see value in being able to incorporate culturally
relevant strategies into their daily instruction. Teachers who believe that the implementation of
culturally relevant strategies will lead to an increase in student performance are motivated by the
expectation that certain behaviors will lead to certain results (Siwatu, 2007). Teachers who use
culturally relevant teaching strategies are motivated to use these specific strategies in their
classrooms, because they anticipate a direct link between adopting the strategies into classroom
instruction and improved student performance which connects to the organization’s goal of
eliminating the achievement gap (Gay, 2000; Ladson-Billings, 1992). In order to be an effective
teacher of culturally diverse students, teachers must have the knowledge of culturally relevant
OVERCOMING THE CULTURAL TEACHING GAP 32
teaching strategies and believe they can effectively implement those strategies into their
instruction (Siwatu et al., 2011). As teachers incorporate culturally relevant teaching strategies
into their classroom, they need to feel efficacious in their ability to implement those strategies.
Table 2 summarizes the organizational and stakeholder goals for the teachers at the
school in this study. The table also shows the motivational influences that teachers have that
influence them as they attempt to reach the goals of the organization, and it shows the methods
of assessing those motivations.
Table 3
Motivation Influences and Assessments
Assumed Influences Assessments
Self-Efficacy Theory
Teachers need to believe they know and can
implement the teaching strategies to teach
students who are culturally diverse.
Likert Scale Survey Item:
I can effectively implement lessons that are
culturally relevant.
Qualitative Interview Item:
How do you feel about your ability to use
culturally relevant practices to enhance the
curriculum?
Expectancy Value Theory
Teachers who embrace the idea of culturally
relevant instruction expect to see improved
academic performance for their culturally diverse
students.
Likert Scale Survey Item:
Using culturally relevant
instruction/pedagogy/teaching helps my
students succeed academically.
Qualitative Interview Item:
From your experience, how could using
Culturally Relevant Instruction help students
be successful especially black students?

Stakeholder Organization Influences
In addition to knowledge and motivation barriers, there are organizational factors that
contribute to performance gaps in teachers’ abilities to implement culturally relevant pedagogy
into their classroom instruction. Clark and Estes (2008) explain that even though a stakeholder
OVERCOMING THE CULTURAL TEACHING GAP 33
group may have the knowledge and motivation, performance gaps still exist because of issues
related to the organization’s cultural models and settings. Cultural models are the systems that
are present within the organization, and cultural settings are developed within the organization
(Schein, 2004). When cultural models like teachers’ reluctance to change teaching strategies and
teachers’ misunderstandings of their students’ cultures, the organization cannot meet its
performance goals. Cultural settings such as the workload a teacher has to manage and a general
lack of awareness of the need to implement CRP also has a negative influence on the
organization’s performance. In addition to the knowledge and motivation factors previously
discussed, persistent organizational barriers play a significant role in teachers’ abilities to
successfully implement culturally relevant pedagogy into their teaching.
Resistance to Change
In order to successfully implement culturally relevant pedagogy into daily classroom
instruction, teachers must rethink what they have traditionally believe is successful in the
classroom. Clark and Estes (2008) examine the importance of value chains to the success of an
organization. Value chains use the information from a value stream to identify ways the
organization is not working effectively. As a result of the disconnect between multi-cultural
students and their teachers, there is resistance from teachers to modify their teaching strategies.
Experienced teachers are resistant to changing the teaching strategies that they have grown
comfortable using, and novice teachers are anxious to try to implement something they do not
have experience with. This general resistance to change limits a teachers’ ability to implement
culturally relevant pedagogy.
Disconnect of Cultures
While teachers are resistant to modifying the pedagogy they have grown comfortable using,
OVERCOMING THE CULTURAL TEACHING GAP 34
teachers are also experiencing a disconnect in their cultural background as it relates to their
students. Clark and Estes (2008) discuss the role value streams as the way different aspects of an
organization interact with each other. In a school setting, the teachers and the students are the
primary stakeholders. When a teaching staff is predominantly white and they are teaching
students who are mostly multi-cultural, there is a disconnect in cultures and usually there is a
lack of awareness on the teachers’ part which limits the teachers’ abilities to incorporate
culturally relevant teaching strategies. One of the main tenants of culturally relevant pedagogy is
allowing students to experience cultural competence in a way that they appreciate and celebrate
their culture while also learning about a different culture (Ladson-Billings, 2014). Teachers also
must be willing to learn about their students’ cultures, because there is a disconnect between the
culture of most of the teachers and the students they teach.
Teacher Workload
In addition to understanding their students’ cultural backgrounds, teachers also must manage
the day-to-day stressors of being a teacher. Teachers are overwhelmed with teaching a
curriculum, managing classroom behaviors, and implementing school-wide initiatives which
keep them from investing the effort to integrate culturally relevant teaching strategies into their
daily instruction. As discussed by Clark and Estes (2008), the work processes of an organization
must be aligned in order for that organization to experience success. When the processes of a
school limit teachers’ abilities to implement culturally relevant pedagogy, because they do not
have the time or resources to invest in it, then the organization is going to suffer. Even teachers
who know how to implement culturally relevant pedagogy and want to use it in their classrooms
will be unsuccessful if they are bogged down with inefficient work process (Clark & Estes,
2008).
OVERCOMING THE CULTURAL TEACHING GAP 35
In order for an organization to achieve its goals, the organizational culture must be
aligned with the organization (Clark & Estes, 2008). Schools with multi-cultural students need to
better align their resources in order to create an atmosphere that is conducive to teachers wanting
to implement culturally relevant instruction.
Table 4
Motivation Influences and Assessments
Assumed Influences Assessments
Cultural Model Influence 1:
There is a general resistance from the staff in
having to modify their teaching strategies
that they have used in the past.
Qualitative Interview Item
What obstacles are there in the school that
keep you from wanting to get better at your
teaching practice specifically culturally
relevant instruction?
Cultural Model Influence 2:
There is a disconnect in cultures and lack of
awareness from the predominately white
teaching staff and the predominately black
student body which limits the teachers’
abilities to incorporate culturally relevant
teaching strategies.
Likert Scale Survey Item:
I would be more successful as a teacher if I
taught in a school that was not culturally
diverse.
Likert Scale Survey Item:
The disconnect from my culture and my
students impacts my ability to effectively
teach.
Cultural Setting Influence 1:
Teachers are overwhelmed with teaching the
curriculum, managing classroom behaviors,
and implementing school-wide initiatives
which keeps teachers from investing the
effort to integrate culturally relevant teaching
strategies.
Qualitative Interview Item
In your opinion, how is our school at
responding to the cultural needs and
differences of our students?

Cultural Setting Influence 2:
There is a lack of awareness of what
culturally relevant instruction is and how it is
to be implemented in a classroom.
Qualitative Interview Item
What obstacles are there in the school that
keep you from wanting to get better at your
teaching practice specifically culturally
relevant instruction?

OVERCOMING THE CULTURAL TEACHING GAP 36
The purpose of this research project is to evaluate how effectively teachers at THS
implement CRI into their daily classroom instruction. As such, Chapter Two presented literature
on what CRI is, why it is a critical aspect of teaching culturally diverse students, and how it
affects student achievement. The literature supports the critical importance of implementing
culturally relevant instruction. Chapter Two also presented a gap analysis where CRI’s
implementation was considered with regard to teacher knowledge, motivation, and organization
influences. While literature presented addressed various aspects of these influencers, there is no
known direct application of the gap analysis framework to teacher implementation of CRI.
Therefore, Chapter Three will begin with an explanation of the methods by which the gap
analysis framework will be applied to Troy High School’s teachers in order to determine how the
obstacles to teachers’ implementation of CRI.

OVERCOMING THE CULTURAL TEACHING GAP 37
Chapter Three: Methodology
The purpose of this project was to examine the assumed knowledge, motivation, and
organizational elements that influence urban high school teachers’ implementation of culturally
relevant instruction (CRI). In this chapter, the data collection strategy and a description of the
participating stakeholders are outlined. This chapter also includes the types of data collection, the
instruments used, the data analysis plan, the trustworthiness of the data collected, the ethics
considerations, and the limitations and delimitations of the study.
Purpose of the Project and Questions
The purpose of the project was to evaluate the barriers teachers at Troy High School (THS)
are experiencing in trying to implement culturally relevant instruction (CRI) into their classroom
instruction. More importantly, the project analyzed the obstacles that teachers encounter in
increasing academic achievement, social aptitude, and political awareness of their minority
students.
The questions that were used to guide the study are
1. What are the knowledge, motivation, and organizational elements that interfere with
teachers’ implementation of culturally relevant instruction?
2. What are the recommended knowledge, motivation, and organizational solutions in
how to implement culturally relevant instruction in a high school classroom?
Theoretical Framework
Both Merriam and Tisdell (2016) and Maxwell (2013) agree that conceptual and theoretical
frameworks are similar concepts. For the purposes of this study, the researcher referred to the
theoretical framework when referring specifically to the study, because according to Merriam
and Tisdell (2016) a theoretical framework is the underlying structure that frames a research
OVERCOMING THE CULTURAL TEACHING GAP 38
study. Maxwell (2013) also asserts that the concepts and theories help to inform the underlying
structure of the study. In order to address the research questions, the researcher asserts that
teachers need knowledge of CRI to support their motivation in its implementation. When
teachers feel motivated to implement CRI, they will be able to withstand the organizational
obstacles which will also help them develop a stronger knowledge base. When the knowledge,
motivation, and organization influences work together, the researcher will understand how
teachers need to be supported in order to achieve 100% of teachers implementing culturally
relevant instruction in their classrooms.
While the researcher has presented the knowledge, motivation, and organizational influencers
on teachers separately, each influencer is not isolated from the others. When considering urban
teachers’ implementation of CRI, teachers’ knowledge about CRI influences their motivation to
implement it. According to Clark and Estes (2008), an organization’s failure to meet goals is due
to the stakeholder’s lacking the knowledge to meet those goals. The knowledge influences that
impact the stakeholders’ goal can be classified into one of three knowledge categories as
described by Krathwohl's (2002) revised taxonomy. A teacher needs to be able to identify
culturally relevant teaching strategies (declarative), know how to implement those strategies in a
classroom (procedural), and reflect and self-assess the effectiveness of the lessons
(metacognitive).
When analyzing an organization’s performance, the motivation of the stakeholders is also a
critical variable (Clark & Estes, 2008; Mayer, 2011; Rueda, 2011). Two motivational theories
that impact classroom teachers’ ability to influence the organizational goal are self-efficacy
theory and expectancy value theory, in particular attainment value theory. Teachers’ motivation
influences the organization which impacts the teachers’ knowledge.
OVERCOMING THE CULTURAL TEACHING GAP 39
Clark and Estes (2008) explain that even though a stakeholder group may have the
knowledge and motivation, performance gaps still exist because of issues related to the
organization’s obstacles to meeting performance goals. When cultural models like teachers’
reluctance to change teaching strategies and teachers’ misunderstandings of their students’
cultures, the organization cannot meet its performance goals. Cultural settings like the workload
a teacher has to manage also has a negative influence on the organization’s performance. In
addition to the knowledge and motivation factors, persistent organizational barriers play a
significant role in teachers’ abilities to successfully implement culturally relevant pedagogy into
their teaching.
Figure 1. Culturally Relevant Instruction Theoretical Framework

Figure 1 illustrates the theoretical framework for this study. The primary stakeholder is the
teachers who are working to successfully implement culturally relevant instruction into their
classrooms (Figure 1). When considering the knowledge, motivation, and organization
influencers on teachers, the influences all work with each other. Teachers need to have the
OVERCOMING THE CULTURAL TEACHING GAP 40
knowledge of what CRI is, know how to implement it within their content, and reflect on how
successfully they implemented it. When teachers have the knowledge of how to successfully
implement CRI, they are more motivated to implement it in their classrooms. Teachers will feel
more efficacious in their implementation, and they will also be confident that CRI will help their
students be more successful academically. Teachers who are motivated to implement CRI are
able to impact the organizational obstacles. If the organization is able to reduce the barriers,
teachers will be more likely to develop their knowledge of CRI. As the knowledge, motivation,
and organization influences work together, teachers will be more successful in their
implementation of culturally relevant instruction.
Methodological Framework
This study utilizes the Clark and Estes (2008) Gap Analysis Conceptual Framework
which is a systematic process for identifying possible causes of performance gaps. The
framework clarifies performance goals and identifies gaps in performance between the actual
performance level and the organization’s goal. The framework then helps to identify
performance solutions. The gap analysis process is divided into eight stages (Figure 2).
Figure 2: Clark & Estes Gap Analysis Process Framework

OVERCOMING THE CULTURAL TEACHING GAP 41
Clark and Estes’ (2008) gap analysis process utilizes several different types of approaches to
gather and analyze data. Research studies can apply qualitative methods such as observations,
surveys, interviews, document analyses, and focus groups; quantitative methods such as surveys;
and mixed methods, which combine qualitative and quantitative methods. This study uses the
mixed methods approach which includes surveys, observations, and interviews. Data analysis
will consist of analyzing quantitative responses to surveys, collecting qualitative data through
observations, and then conducting interviews with each teacher to triangulate the data collection.
Table 5
Summary of Knowledge, Motivation, and Organizational Assumed Influences Assessment and
Strategies

Assumed Influences
Possible Knowledge Influencers:
Declarative, Procedural, Metacognitive
Assessments and Strategies

Teachers need to know specific examples of
culturally relevant teaching strategies.
Surveys were distributed to assess:
• How familiar are you with the
culturally relevant pedagogy/teaching
component of the evaluation rubric?
Interviews were conducted to assess:
• How familiar are you with the
culturally relevant pedagogy/teaching
component of the evaluation rubric?
• Are there specific things you do in
class that could be considered to be
culturally relevant?
• What things have you read about or
heard other people talk about doing in
class that could be considered to be
culturally responsive?
Teachers need to show how to incorporate
culturally relevant teaching strategies that
enhance the curriculum.
Interviews were conducted to assess:
• How do teachers modify their
curriculum to be more responsive to
the minority students

OVERCOMING THE CULTURAL TEACHING GAP 42
Teachers need to be able to self-reflect and
consider how effectively they are
implementing the culturally relevant
strategies in their classrooms.
Interviews were conducted to assess:
• How often do you reflect on your
lessons and teaching practice to see
how successful you are being?

Self-Efficacy Theory: Teachers need to
believe they know and can implement the
teaching strategies to teach students who are
culturally diverse.
Interviews were conducted to assess:
• From your experience, how could
using Culturally Relevant Instruction
help students be successful especially
black students?
• How confident are you at being able to
successfully implement CRI?
• What supports would you need in
order to successfully implement CRI
in your classroom?
Expectancy Value Theory: Teachers who
embrace the idea of culturally relevant
instruction expect to see improved academic
performance for their culturally diverse
students.
Interviews were conducted to assess:
• How do you feel about your ability to
use culturally relevant practices to
enhance the curriculum?
• How do you expect your teaching
practice to change as a result of using
culturally relevant teaching strategies?
Cultural Model Influence 1:
There is a general resistance from the staff in
having to modify their teaching strategies that
they have used in past years.
Interviews were conducted to assess:
• In your opinion, how does your school
respond to the cultural needs and
differences of your students?
• If you use culturally relevant teaching
practices, what do you expect to see
from your students?

Cultural Model Influence 2:
There is a disconnect in cultures and lack of
awareness from the predominately white
teaching staff and the predominately black
student body which limits the teachers’
abilities to incorporate culturally relevant
teaching strategies.
Interviews were conducted to assess:
• How do the cultural differences
between you and your students impact
your classroom teaching?

Cultural Setting Influence 1:
Teachers are overwhelmed with teaching the
curriculum, managing classroom behaviors,
Interviews were conducted to assess:
• What obstacles are there in the school
that keep you from wanting to get
OVERCOMING THE CULTURAL TEACHING GAP 43
and implementing school-wide initiatives
which keeps teachers from investing the effort
to integrate culturally relevant teaching
strategies.
better at your teaching practice
specifically culturally relevant
pedagogy?

Cultural Setting Influence 2:
There is a lack of awareness of what
culturally relevant teaching strategies are and
how they are implemented in a classroom.
Interviews were conducted to assess:
• What kinds of professional
development have teachers received in
order to more responsive to students?

Assessment of Performance Influences
In order to solve issues that cause a performance gap in organizations, the influencers that
contribute to the performance failures need to be identified and assessed. In Clark and Estes
(2008), the gap analysis model is discussed as a process that measures current performance
against the performance goal. The model analyzes the skills and knowledge that is needed to
achieve the organizational goals. The gap analysis structure gives the researcher a framework to
evaluate an organization’s performance in order to make improvements to help meet the
organization’s goals. In particular, analyzing the knowledge, motivation, and organization needs
that can help stakeholders develop and assess goals for the organization which will benefit all of
the stakeholders (Rueda, 2011). The purpose of this study is to evaluate the assumed
performance influencers based on the literature. These assumed influences are described in Table
4: Summary of Knowledge, Motivation and Organizational Influencers and Assessment
Strategies.
Validation of Knowledge Performance Influences
Merriam and Tisdell (2016) assert that interviews are necessary when a researcher is
unable to observe certain behaviors and feelings. Interviews will follow observations for this
study to gain an understanding of the possible declarative, procedural, and metacognitive
knowledge factors. Interview questions to assess declarative knowledge will involve open-ended
OVERCOMING THE CULTURAL TEACHING GAP 44
questions about what teachers need to know to effectively implement CRI and understand its
impact on academic achievement. To gain understanding about the teachers’ procedural
knowledge, the researcher will observe teachers, looking for evidence of effective
implementation of CRI. Table 4 is a Summary of Knowledge, Motivation, and Organizational
Assumed Influences Assessment and Strategies which describes the assessment plans for each
assumed influence.
Declarative Knowledge
Chapter Two discussed three possible knowledge types and the influencers related to those
knowledge types that could be hindering the ability of teachers to meet performance goals.
In order to substantiate declarative knowledge influences, urban high school teachers will be
asked to complete a survey (Appendix E) and respond to interview questions (Appendix F).
Sample questions include:
1) What does culturally relevant instruction mean to you?
2) How familiar are you with the culturally relevant instruction component of the teacher
evaluation rubric?
Procedural knowledge
Urban education teachers need to know how to implement culturally relevant instruction.
Teachers need to know how to apply the knowledge into the classroom setting. In order to
substantiate procedural knowledge influences, urban high school teachers will be asked to
complete a survey (Appendix E) and respond to interview questions (Appendix F). Sample
questions were
1. Are there specific things you do in class that could be considered to be culturally relevant?
2. How would you describe the classroom strategies you use that are culturally relevant?
OVERCOMING THE CULTURAL TEACHING GAP 45
Metacognitive Knowledge
In order to successfully implement culturally relevant instruction, teachers need to reflect on
the effectiveness of their lessons, challenges they experienced, and successes during the lesson.
Metacognitive knowledge is about teachers thinking about why they do what they do and
knowing when to implement certain strategies in a classroom.
In order to substantiate metacognitive knowledge influences, urban high school teachers will
be asked to complete a survey (Appendix E) and respond to interview questions (Appendix F).
Sample questions were
1. How often do you reflect on the effectiveness of your lessons?
2. How would you describe how and why you do what you do to implement culturally
relevant pedagogy?
Validation of Motivation Performance Influences
Motivation
The literature shows that there are motivational causes for the failure of urban teachers to
effectively implement culturally relevant pedagogy. Expectancy value theory explains that
teachers believe that the implementation of a specific teaching strategy will increase student
achievement. The second assumed motivation influence is self-efficacy theory in that teachers
are confident in their ability to implement CRI into classroom instruction.
Expectancy Value Theory. In order to substantiate expectancy value and in particular,
attainment value causes, teachers will be asked to respond to interview questions (Appendix F).
Sample questions include:
1. From your experience, how could using Culturally Relevant Instruction help students be
successful, in particular your black students?
OVERCOMING THE CULTURAL TEACHING GAP 46
2. How do you expect your teaching practice to change as a result of using culturally
relevant teaching strategies?
3. What supports would you need in order to successfully implement CRI in your
classroom?
Self-Efficacy Theory. In order to substantiate self-efficacy causes, urban high school teachers
will be asked to complete a survey (Appendix E) and respond to interview questions (Appendix
F). Sample questions include:
1. How do you feel about your ability to use culturally relevant practices to enhance the
curriculum?
2. How confident are you at being able to successfully implement CRI?
Validation of Organizational Factors
The assumed organizational influences for the performance gap of THS teachers’
implementation of CRI may be attributed to a disconnect between the cultures of the teachers
and students, a resistance from teachers to change their classroom teaching, teachers feeling
overwhelmed with other responsibilities at school, and teachers lack of awareness of CRI and
teaching strategies. In order to substantiate the organizational influences, teachers will be asked
to respond to a series of survey items and interview questions (Appendix F). Sample questions
were
1. How often do you reflect and adjust your teaching strategies based on your students’
cultural needs?
2. What obstacles are there in the school that keep you from wanting to get better at your
teaching practice specifically around culturally relevant pedagogy?
OVERCOMING THE CULTURAL TEACHING GAP 47
3. How do the cultural differences between you and your students impact your classroom
teaching?
Site Selection
To be eligible to participate in this study, the school site must have at least 80% minority
students with a predominately white teaching staff. The school must be within a large, urban
school district in the United States and serve students living in an urban city center. THS is the
neighborhood school in which 85% of the students are minorities with a teaching staff that is
90% white. The school meets the criteria as serving students that are 80% or greater minority and
have a teaching staff that is predominately white.
Sample and Population
Participating Stakeholders
According to the Troy School District’s website, one of the district-wide goals is to
accelerate student achievement specifically for minority students. By being more responsive to
this subgroup of students, the organization will hopefully be able to close the academic
achievement gap. Implementing culturally relevant instruction will give students opportunities to
better engage with the lessons. Therefore, the school goal is for 100% of the teachers to be
consistently implementing culturally relevant instruction into their classroom teaching.
While a thorough analysis of all stakeholders would help to identify all causes of the
problem, it is important to identify the stakeholder group that can discuss the obstacles to the
organization meeting its performance goals (Maxwell, 2013). For the purpose of this study, the
target population is urban high school teachers, but the sampling unit will be teachers at THS.
There are 50 teachers on staff at THS with only 8 of the 50 identifying as minority. On the other
hand, the student population of approximately 500 students is 85% African-American and 15%
OVERCOMING THE CULTURAL TEACHING GAP 48
European-American. Since a majority of the teachers identify with a culture other than African-
American, they will provide insight into the organizational issues around the disconnect between
the cultures of students and teachers.
Data Collection and Instrumentation
In order to understand the knowledge, motivation, and organizational issues that teachers are
facing when implementing culturally relevant instruction, the researcher used a survey and
individual interviews. By using different data collection methods, the researcher was able to
make broader connections about the stakeholders’ experiences while also being able to look at
specific aspects of teachers’ practices in order to develop recommendations for how to overcome
the obstacles teachers face when trying to implement culturally relevant instruction.
Survey Sampling Criteria and Rationale
Criterion 1. Participants must be full-time classroom teachers at Troy High School. While
substitute teachers may be able to provide insight into the performance gap, the study wants to
focus on teachers who have opportunities to plan, deliver, and reflect on their lessons.
Criterion 2. Participants who teach classes whose students represent minority cultures will
be given priority.
Criterion 3. Participants who volunteer to be interviewed through the survey.
Survey Sampling Recruitment Strategy and Rationale
The first method of data collection was a survey that was sent out to all THS teachers. By
giving every person on staff at the school an opportunity to complete the survey, the researcher
employed the convenience sampling method (Fink, 2013). Since the survey was only 12
questions, the researcher anticipated a high response rate. The survey questions are included in
Appendix E. The questions are aligned to the theoretical framework, and they connect to the
OVERCOMING THE CULTURAL TEACHING GAP 49
knowledge, motivation, and organizational barriers teachers face when trying to implement
culturally relevant instruction (Appendix E). The survey questions were sent electronically to all
teachers with a description of the study. Teachers had wo weeks to complete the survey. The
responses to the survey were used to collect initial data on teacher perceptions of implementation
of CRI and also to identify interested participants for the study.
Interview Sampling Criteria and Rationale
Criterion 1. Participants must be full-time classroom teachers at Troy High School. While
substitute teachers may be able to provide insight into the performance gap, the study wants to
focus on teachers who have opportunities to plan, deliver, and reflect on their lessons.
Criterion 2. Participants who teach classes students who represent minority cultures will be
given priority.
Criterion 3. Based on the responses of the surveys, participants will be asked to participant
in an interview in order to collect data on the planning, implementation, and reflection process of
lesson planning.
Interview Sampling Recruitment Strategy and Rationale
The second method of data collection included individual interviews as a follow up to the
survey and to help triangulate themes that emerged during survey data analysis (Bogdan &
Biklen, 2007). Interviews allowed the researcher an opportunity to ask follow up questions to
better understand the context and planning process teachers engaged in for classroom instruction
(Patton, 2002). Interviews provided a better understanding of the teachers’ knowledge and
motivation, while also gaining insight into the organizational obstacles teachers face in
implementation of culturally relevant instruction. Interviews were conducted at THS between the
hours of 7:00 am and 2:15 pm. The participants chose an interview time, and the interviews did
OVERCOMING THE CULTURAL TEACHING GAP 50
not last longer than 25 minutes. If the participant was not available during the school day, the
researcher and participant found a time and a place that accommodated the participant as long as
the participant and participant’s information were able to remain protected.
Teachers were reminded that the interviews were recorded in order to ensure accuracy, and
that all responses to the questions remained confidential. All hand-written notes, electronic
transcription, and audio files were stored in a password-protected folder. All relevant data was
stored on a password-protected laptop.
An interview guide was used (Appendix F) and listed the questions and ideas that were
explored during the interview (Patton, 2002). The first part of the interview was small talk in
order to help the participant feel comfortable with the interviewer (Bogdan & Biklen, 2007).
After answering the first set of questions, the interviewer asked a second round of questions that
will solicit answers that deal with the research questions. These questions helped discover
concepts and processes that influence the teacher’s classroom instruction (Weiss, 1994).
Data Collection
While the initial survey results were analyzed by the researcher using statistical analysis
formulas in Excel, the second method of data collection was qualitative as the researcher
conducted individual interviews. Patterns were found that aligned with the theoretical framework
(Figure 1). The researcher conducted interviews with the participants, and then had the
interviews transcribed by Rev.com, an online transcription service. The researcher then coded
the responses based on the knowledge, motivation, and organization concepts.
Credibility and Trustworthiness
When conducting qualitative research, establishing credibility and trustworthiness is critical
to a successful research study. In order to ensure the credibility and trustworthiness of the study,
OVERCOMING THE CULTURAL TEACHING GAP 51
anonymity and confidentiality were emphasized. Since the research topic was analyzing the
practices of teachers, confidentiality of the participants was maintained so the participants to be
as truthful and reflective as possible. Data triangulation was used to ensure credibility.
According to Merriam and Tisdell (2016), triangulation is when the researcher uses multiple data
collection methods in order to answer the research questions. When the data sets complement
one another, the data collected is deemed credible. The researcher will use triangulation by
distributing and collecting surveys and conducting qualitative interviews. Through these data
collection methods, the researcher was able to answer the research questions.
The researcher also employed member checking in order to verify that the data collected is
accurate. Member checking is when the participants are able to verify that the data collected is
accurate (Merriam & Tisdell, 2016). After the observations and interviews, the researcher will
allow the participants to view summaries of the data collected in order to affirm the information.
In order to have transferability and to allow the findings to be generalized, purposive sampling
was used to select the participants in the study. Participants were selected to increase diversity of
the sampling.
Another way credibility and trustworthiness were ensured was through reflexivity. The
triangulation of data and member checking helped use reflexivity to eliminate any personal bias
in the data collection process. One of the biggest threats to the validity of qualitative research is
research bias (Maxwell, 2013). In order to keep researcher bias to a minimum, the researcher
focused on collecting data that aligns with the research questions.
Role of Investigator
The researcher is a high school English teacher at THS. Although the researcher serves as
the English department head, the primary role of the researcher was to teach 5 sections of
OVERCOMING THE CULTURAL TEACHING GAP 52
English. The researcher does not serve in any kind of evaluative role. It was vital that the
participants are aware that the researcher is conducting research as a colleague and a learner.
Participants were made aware that the information from the surveys and interviews were kept
confidential as their participation was voluntary. Participants were told that the researcher would
not use the information for evaluative purposes and their identity would be kept strictly
confidential. Individuals were not contacted directly to participate, but they had opportunities to
participate through a school-wide e-mail asking for volunteers. The e-mail contained a link to the
survey which allowed participants to remain anonymous unless they wished to participate in the
interviews.
Ethics
In this study, the researcher employed a mixed methods approach to data collection, and
through those methods the researcher attempted to focus on meaning and understanding when
trying to answer the research questions (Merriam, 2009). Because the study was primarily
qualitative, the researcher needed to make ethical choices as the data collected was based on
conversations. Before the study began, all participants were given the informed consent form.
Glesne (2011) states that informed consent is critical to a study, because it lets participants know
that their participation is voluntary, their responses will be kept confidential, and they can
withdraw from the study at any time. To ensure the safety of the participants, the study was
submitted to the University of Southern California Institutional Review Board (IRB) and
followed guidelines regarding the protection of the rights and welfare of the participants. The
study was submitted and approved by the school district. Prior to the interviews, all participants
signed consent forms. They were also reminded that this study was voluntary and their identity
was anonymized in the data collection. In order to gather the most accurate information possible,
OVERCOMING THE CULTURAL TEACHING GAP 53
interviews were audio recorded as long as the interviewees give permission. The audio files were
sent to a transcription service, and the researcher allowed participants to view the transcript to
make sure that their responses were accurate. After the study was completed, a thank you note
and gift card were sent to the participants.
Limitations and Delimitations
Limitations
Limitations are the influences on the study that are out of the control of the researcher. Even
though every precaution was taken, some limitations still interfered with the study. First, the
research was limited to only one high school in one city. To conclusively study the experiences
of high school teachers and their implementation of CRI, more teachers at more schools should
have been studied. Secondly, the teachers may have biases toward a culture other than their own
which may have prevented them from truthfully answering the interview questions and may not
be forthcoming with their actual experiences.
Delimitations
While limitations are aspects that the researcher cannot control, there are influences the
researcher does have control over. These influences are called delimitations. First, while the
researcher took every precaution to provide unbiased perspectives during the interviews,
researcher bias may have influenced the data collected. In order to eliminate researcher bias, the
researcher focused on evidence that is collected during the interview. As a teacher at the
stakeholder site, the researcher has a personal connection to the primary stakeholders. The topic
of culturally relevant instruction is also a topic of interest for the researcher. The researcher
focused on data collection based on evidence, but the study is constrained by the researcher’s
convenience, access, and personal interest. Despite these delimitations, the results of the study
OVERCOMING THE CULTURAL TEACHING GAP 54
are able to be generalized to identify hindrances for urban teachers trying to implement culturally
relevant instruction.

OVERCOMING THE CULTURAL TEACHING GAP 55
Chapter Four: Results and Findings
Overview of Purpose and Questions
The purpose of this study was to evaluate the successful implementation of culturally
relevant instruction into the daily lessons taught at Troy High School (THS). The analysis
focused on the knowledge, motivation, and organizational influences that impact teachers’ use of
culturally relevant instruction. Although a complete performance evaluation would focus on all
of the stakeholders at the school, this study focuses only on the classroom teachers at THS.
The questions that guided this study were
1. What are the knowledge, motivation, and organizational elements that interfere with
teachers using culturally relevant instruction effectively?
2. What are the recommended knowledge, motivation, and organizational solutions in using
culturally relevant instruction in a high school classroom?
Data collection to answer these questions focused on surveys and interviews. Research-based
solutions are proposed and assessed in Chapter Five.
Participating Stakeholders
The sample size for the survey was 43 teachers at THS. Twenty-two teachers completed the
entire survey and all academic departments were represented (Figure 3). There was a range of
teaching experience (Figure 4), a proportionate amount of male and female teachers (Figure 5),
and a representative sampling of black and white teachers (Figure 6). The sample size allows the
findings and recommendations to be generalized to the entire school and district.

OVERCOMING THE CULTURAL TEACHING GAP 56
Figure 3. Participants in survey organized by content area.

Figure 4. Participants in survey organized by years of teaching experience.

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Career and Technical Education
English Language Arts
Mathematics
Physical Education
Science
Social Studies
Special Education
World Languages
Visual and Performing Arts
Participants by Content Area
Participants by Content Area
0
1
2
3
4
5
6
7
8
0-3 4-6 7-10 11-15 16-20
21 or more
Participants by Years of Teaching Experience
Participants by Years of Teaching Experience
OVERCOMING THE CULTURAL TEACHING GAP 57

Figure 5. Participants in survey organized by gender.

Figure 6. Participants in survey organized by race.

13
9
Participants by Gender
Male Female
7
15
Participants by Race
Black White
OVERCOMING THE CULTURAL TEACHING GAP 58
During the interview process, in order to maintain anonymity, each of the ten interviewed
teachers were referred to as Teacher and the corresponding interview number. This allowed the
researcher to use direct quotes from the interviews that supported the different influencers.
Results and Findings for Knowledge Causes
The researcher used surveys and interviews to collect data on the assumed declarative,
procedural, and metacognitive knowledge causes. The questions used in the survey and the
interviews sought to understand if the participants had the knowledge and skills that were needed
to accomplish the organization’s goal. The questions used related to the knowledge causes
outlined in Clark and Estes (2008) KMO framework. Overall, teachers seemed to possess the
declarative knowledge necessary to implement culturally relevant instruction, but only some
teachers knew how to implement culturally relevant instruction, and even fewer spent time
reflecting on their teaching practices.
Table 6
Results of Knowledge Survey

Assumed Influence Item Results
Percentages Mean
Teachers need to
know specific
examples of
culturally relevant
teaching strategies.

Survey Q6.

68% familiar/18%
very familiar
3
Teachers need to
know how to
incorporate culturally
relevant instruction
that enhance the
curriculum.

Survey Q7.

18% disagree/55%
agree/27% strongly
agree
3.09
Teachers need to be
able to self-reflect
Survey Q10.

32% disagree/32%
agree/36% strongly
3.22
OVERCOMING THE CULTURAL TEACHING GAP 59
and consider how
effectively they are
implementing the
culturally relevant
strategies in their
classrooms.
agree
Key – Questions 5, 12: Open-Ended; Question 6: 1=Very unfamiliar to 4-Very familiar;
Questions 8, 9, 10, 15: 1=Strongly disagree to 4=Strongly agree; Question 16: 1=Not important
at all to 4=Very important Question 13: Checkboxes

Knowledge Influences on Implementing Culturally Relevant Instruction
Knowledge Influence 1: Teachers need to know specific examples of culturally relevant
teaching strategies. A majority of the participants responded that they are familiar with what
culturally relevant instruction is. Only three respondents to the survey identified as being
“unfamiliar” or “very unfamiliar.” In the survey, participants were asked how they would define
culturally relevant instruction, and only one respondent replied with “do not know.” The rest of
the responses to the survey question identified various aspects of culturally relevant instruction,
like “relating course content to the students’ cultures,” “being aware that the world view of our
students is often different than our own and we need to make every attempt to be aware of the
differences,” and “empower students by using resources that are relevant to their culture.” Based
on the responses to the survey questions, most of the participants have the declarative knowledge
needed to implement culturally relevant instruction.
Interviewees were asked to define culturally relevant instruction, and all ten teachers
responded in ways that supported their declarative knowledge of culturally relevant instruction.
Teacher 2 said, “Culturally relevant instruction takes into account the students that you’re
teaching, their backgrounds, their cultures, their educational histories, their neighborhoods, their
races, and anything else that influences how they enter your classroom.” Teacher 3 agreed by
saying that it is “instruction that resonates with the students’ existing conditions, and their
OVERCOMING THE CULTURAL TEACHING GAP 60
everyday conditions with which they operate.” Teacher 5 mentioned, “instruction that takes into
account who your particular students are culturally and making sure that you are making all of
your teaching decisions based on that.” After analyzing the interviewees responses, teachers
understand what culturally relevant instruction is.
Although teachers may know what culturally relevant instruction is, the interviewees also
made it clear that teachers also need to know their students. Teacher 1 said, “When we are trying
to be relevant, we absolutely have to be learners…How do we learn from students? Value
students? Give their experiences as much weight as we give our own?” Teacher 2 commented, “I
have to do what I need to do to earn their trust and show concern for them as individuals. So I
tailor my instruction around getting to know my kids, to know their backgrounds, to know what
their struggles are.” Teacher 8 recounted her need to learn more about her students. “I need to
dig deeper into how my students do things on a cultural level, so I can include them and those
aspects into my lessons.” Teacher 10 emphasized the need to know your students in order to
respect the different cultures in the room. “I need to understand my students and have to try to
acknowledge the different backgrounds they come from to make sure I do not offend anyone in
class.” Based on the interviews, knowing what culturally relevant instruction is, but it is also
important to know the cultural backgrounds of the students. For this influencer, a gap in
declarative knowledge about what culturally relevant instruction was not validated. Through both
survey and interview data analysis, teachers understand the declarative knowledge that is needed
to implement culturally relevant instruction.
Knowledge Influence 2: Teachers need to know how to incorporate culturally relevant
instruction that enhances the curriculum. Although a majority of the participants understand
the declarative knowledge needed to implement culturally relevant instruction, fewer participants
OVERCOMING THE CULTURAL TEACHING GAP 61
possessed the procedural knowledge of how to use it to enhance their curriculum. Of the survey
respondents, 18 percent of the respondents to the survey said that they could not implement
culturally relevant instruction into their classroom instruction effectively. Although most of the
survey respondents felt that they knew how to implement culturally relevant instruction, the
interview responses provided more insight into the procedural knowledge gap.
During the interviews, when asked about how culturally relevant instruction impacts their
daily lessons, only two of the respondents could give a specific example of how their classroom
instruction is affected by culturally relevant instruction. Teacher 7 said that playing “different
types of games based on what the kids are more interested in” is a way that she incorporates
students’ cultures into the classroom. Teacher 1 mentioned discussing specific themes in books
and how “they are all themes that are relevant in students’ lives.” Although all of the respondents
did mention the importance of knowing their students and trying to relate material to them, but
few specific examples were provided. Teacher 4 said, “I am trying to find a door of opportunity
for students to enter the course content while being respectful of their culture.” When asked
about specific strategies, Teacher 4 responded by saying, “I try to get small in the classroom and
tailor everything to the students, but I am not sure of how to do that all the time.” Teacher 5 said,
“I don’t think I’m particularly able to transform the way I do things.” Teacher 9 felt that her
subject did not lend itself to culturally relevant instruction. “I try to do my best, because not
everything in my subject can apply to that. But, it does push me to think outside of the box.”
Similar to declarative knowledge, teachers may know strategies, but they need to know their
students in order for the strategies to be implemented. Teacher 2 related how important it is to
allow students to have a say in the way he teaches and what he teaches. When asked how he
accomplishes that, he said, “Just talking and getting to know each other.” Teacher 9 expressed
OVERCOMING THE CULTURAL TEACHING GAP 62
frustration in how some strategies may work for one class, but not for another by stating, “No
one is able to tell us what we should do. The teachers really have to be the curator for it. No one
can come in and see this is what will work for all of your classes. This is so difficult because it
really is class to class.” For this influence, the gap was validated. While the survey responses
reflected some procedural knowledge, the interviewees responses showed that most teachers
struggle to develop specific strategies in their lessons that are culturally relevant to students.
Knowledge Influence 3: Teachers need to be able to self-reflect and consider how
effectively they are implementing the culturally relevant strategies in their classrooms. The
survey showed that 32% of the respondents did not consistently reflect on how successfully they
implemented culturally relevant instruction. Although 68% of the survey respondents said they
did reflect on their implementation, the responses to the interview questions proved far fewer
teachers spend the time using metacognitive knowledge.
Only two of the interviewees mentioned reflection during the interviews. Although Teacher 5
said, “I’ve done certain things that have worked well and certain things that haven’t.” While she
spent time reflecting on the lessons, she was not confident that her reflection has improved her
instruction. Teacher 1 commented, “I look back on my lessons and think about how I could have
made that lesson connect with my students better, but I don’t always make time for that.” The
other teachers interviewed mentioned obstacles like time constraints, lack of resources, and
student behavior as reasons why they do not spend as much time reflecting as they should. These
obstacles represent some of the assumed influencers in the organization as well.
The theme of understanding students and their cultures was also a factor with
metacognitive knowledge. Teacher 7 said, “I am always trying to use different strategies in my
room to better engage students, but I cannot do that unless I am learning about what my students
OVERCOMING THE CULTURAL TEACHING GAP 63
want and thinking about how that connects back to my teaching.” Teacher 2 said, “With my
students, I am in a constant state of seeing what they need, trying to meet their needs, and then
thinking about how I can better serve them. It is a process that never ends.” Between the survey
responses to the question, and the limited responses during the interviews, this influencer was
also partially validated. Despite some attempts at using the metacognitive knowledge to improve
the teachers’ implementation of culturally relevant instruction, other obstacles limited those
opportunities.
Results and Findings for Motivation Causes
The researcher used the same survey and interview tools to assess knowledge influencers to
analyze the motivation gaps. The survey and interview used questions that were related to
teachers’ sense of self-efficacy in implementing culturally relevant instruction as well as their
expectation that using culturally relevant instruction would promote academic achievement in
their students. The overall results for the motivation sections of the survey and interview showed
agreement across both motivation influencers. While some of the respondents do not feel
confident in their implementation and some do not feel culturally relevant instruction will
improve student academic performance, most teachers are motivated to use it in their classrooms.
Table 7
Results of Motivation Survey

Assumed Influence Item Results
Percentages Mean
Teachers need to believe they know
and can implement the teaching
strategies to teach students who are
culturally diverse.

Survey Q7.

18% disagree/55%
agree/27% strongly agree
3.09
Teachers who embrace the idea of
culturally relevant instruction
Survey Q8. 9% disagree/59% agree/32%
strongly agree
3.22
OVERCOMING THE CULTURAL TEACHING GAP 64
expect to see improved academic
performance for their culturally
diverse students.

Key – Questions 5, 12: Open-Ended; Question 6: 1=Very unfamiliar to 4-Very familiar;
Questions 8, 9, 10, 15: 1=Strongly disagree to 4=Strongly agree; Question 16: 1=Not important
at all to 4=Very important Question 13: Checkboxes

Motivation Influence 1: Teachers need to believe they know and can implement the
teaching strategies to teach students who are culturally diverse. The literature suggests that
teachers need to feel confident in their ability to successfully implement culturally relevant
instruction. This idea of self-efficacy contributes to a teacher’s motivation to persist in trying to
meet the cultural needs of his or her students. The survey item that asked respondents if they felt
confident in their ability to implement culturally relevant instruction had a range of responses.
Eighteen percent did not feel confident, while 82% did feel confident.
The interview participants yielded similar results. Only one teacher responded negatively
to the question about how confident they feel using culturally relevant instruction in the
classroom. Most participants responded like Teacher 9, who stated, “I’m willing to do it. I think
it is important to do, but I don’t know if I’m 100% successful at it.” Five of the respondents
commented that although they feel confident, they are always willing to learn more. Teacher 1
said, “I feel like I am learning…I feel like I have a ton of room to grow.” Three of the
participants were very competent in their abilities. Teacher 7 said, “I feel like I do it well,
because that is almost always at the forefront of my lesson planning.” The motivation gap around
self-efficacy is only partially validated. Although some teachers feel confident in their ability,
they feel they could continue to learn and grow in their knowledge of culturally relevant
strategies.
OVERCOMING THE CULTURAL TEACHING GAP 65
A similar theme to emerge during the interviews was how teachers felt about their ability
to get to know their students. Although teachers felt confident in their ability to use culturally
relevant instruction in their lessons, they were not as confident in their abilities to learn about
and understand the cultures their students are coming from. Teacher 7 said, “I grew up in similar
situations to a lot of my students, but that doesn’t mean I fully understand what they are
experiencing at home. I try to spend time learning about them, but I do not know if it always
works.” Teacher 3 had a similar experience
A lot of teachers assume because I am a black man who grew up in the same
neighborhood as our students that I automatically connect with them. I have to work at
learning about my students. Because there is an age gap and each student has a different
background and story, I am not sure I am able to learn enough about them to make an
impact on my instruction.
Teacher 6 also said, “There are some days when I feel like I am at a total loss of how to connect
with my students. Their lives are just so different from what I have experienced.” Even though
teachers are confident in their abilities to use culturally relevant teaching, they are not as
confident in their abilities to learn about their students.
Motivation Influence 2: Teachers who embrace the idea of culturally relevant
instruction expect to see improved academic performance for their culturally diverse
students. As with self-efficacy, the literature suggests that teachers need to believe that
culturally relevant instruction improves student academic performance. If teachers are not
motivated by the expectation that culturally relevant instruction works, then they will be
reluctant to make any changes in their classroom instruction. According to the survey data, 91%
OVERCOMING THE CULTURAL TEACHING GAP 66
of teachers believe that culturally relevant instruction will increase student academic
performance.
Survey participants felt similarly about the impact of culturally relevant instruction. All of
the participants commented on the importance of culturally relevant instruction to improve
academic performance, but most participants were unsure how to measure its effectiveness in the
classroom. When asked how does she know if it is working, Teacher 6 said, “I don’t know if you
really do. You just hope it is.” Other teachers suggested that they are able to see if culturally
relevant instruction is working by assessing student engagement. Teacher 7 commented, “It is
purely about seeing if they are interested. Being relevant makes students want to come to class. It
just makes them that much more excited. Not only to come, but participate in whatever we are
doing as well.” Teacher 2 said, “If kids are happy, and they are enjoying your class, then I think
it is working. When kids are coming to school every day and are engaged in lessons, then you
will see the growth in their academics.” Since most teachers understand that using culturally
relevant instruction can improve student academic performance, this gap was partially validated.
Results and Findings for Organizational Causes
The same survey and interview tools were used to assess knowledge and motivation
influencers were also used to examine organizational obstacles. The survey and interview used
questions that were related to teachers’ perceptions of the elements of the organization that are
established by the administration and the school district as well as parts of the organization that
have developed over time. The overall results of the survey and interviews showed agreement
across most respondents to both the survey and interview questions. According to the
participants, the main obstacle to implementing culturally relevant instruction is time to
OVERCOMING THE CULTURAL TEACHING GAP 67
effectively plan and collaborate with other teachers, because there are so many other tasks that
need to be handled throughout a teacher’s day.
Table 8
Results of Organization Survey
Assumed Influence Item Results
Percentages Mean
There is a disconnect in cultures and
lack of awareness from the
predominately white teaching staff and
the predominately black student body
which limits the teachers’ abilities to
incorporate culturally relevant teaching
strategies.
Survey Q9. 36% strongly
disagree/41%
disagree/23% agree
1.86
Total Percentages
There is a general resistance from the
staff in having to modify their teaching
strategies that they have used in the
past.

Survey Q13. 0 responses 0%
Teachers are overwhelmed with
teaching the curriculum, managing
classroom behaviors, and implementing
school-wide initiatives which keeps
teachers from investing the effort to
integrate culturally relevant teaching
strategies.
Survey Q13. 8 responses 36%
There is a lack of awareness of what
culturally relevant instruction is and
how it is to be implemented in a
classroom.
Survey Q13. 7 responses 32%
Key – Questions 5, 12: Open-Ended; Question 6: 1=Very unfamiliar to 4-Very familiar;
Questions8, 9, 10, 15: 1=Strongly disagree to 4=Strongly agree; Question 16: 1=Not important at
all to 4=Very important Question 13: Checkboxes

Organizational Influences on Implementing Culturally Relevant Instruction
Organizational Influence 1: There is a general resistance from the staff in having to
modify their teaching strategies that they have used in the past. The survey presented
teachers with a checklist of organizational influencers that impact their implementation of
OVERCOMING THE CULTURAL TEACHING GAP 68
culturally relevant instruction. No respondents identified having to modify their teaching
practices as an organizational barrier. Similarly, during the interviews 90% of teachers made
direct comments about the need to grow as a teaching and improve their teaching practices.
Teacher 10 said, “I am always willing to switch up what I am doing if kids are not getting it.”
Teacher 5 mentioned,
Trying to be relevant in my lesson planning is what takes up most of my prep time. I
know it is important to give kids a chance to connect to the lesson, so I am constantly
trying to find different ways to make that connection.
Since the survey and interview results showed that teachers are committed to modifying their
teaching methods to meeting the needs of their students, this gap was not validated.
Organizational Influence 2: There is a disconnect in cultures and lack of awareness
from the predominately white teaching staff and the predominately black student body,
which limits the teachers’ abilities to incorporate culturally relevant teaching strategies.
The literature identified a cultural disconnect between teachers and students as a significant
obstacle to implementing culturally relevant instruction. According to the survey data, only 26%
of teachers believe that the cultural disconnect has a negative impact on their classroom
instruction.
The interview participants agreed that the cultural disconnect has a negative impact on
student learning. Only two of the interview participants said that they would experience more
academic success at a school that lacked cultural diversity. Teacher 5 said, “I have an intolerance
for their ways of interacting and acting that seem normal to them, but seem rude, and improper,
and offensive to me. That disconnect hurts the time we have in the classroom.” Teacher 4 agreed
by saying, “The style of my education growing up was very different that the style of education
OVERCOMING THE CULTURAL TEACHING GAP 69
my students are receiving.” Seventy percent of the interviewed teachers agreed that they would
not be as successful at a different school despite the cultural disconnect. Teacher 7 addressed the
enjoyment that comes from building relationships with students and how that promotes student
academic achievement. “Building the relationships with our kids is the most fun part of working
here for me…I think that I’d really struggle.”
Although the teachers interviewed did not feel a personal cultural disconnect with their
students, three respondents did mention a disconnect in how students are treated as a whole.
Teacher 8 mentioned,
We have teachers in this building who are not willing to take the time to learn about their
students. We teach at a building that is 80% black, so why aren’t teachers taking the time
to learn about their students? It is a mindset shift that needs to happen.
Teacher 7 said,
One of the biggest obstacles to student success in this building is the adults. There are
adults who struggle to connect with the students, because of assumptions they have about
the students. Whether they realize it or not, their assumptions keep them from making
students want to learn.
According to the respondents, teachers make judgments about students without realizing it. Even
when teachers are trying to do what is right, assumptions have a negative impact. Teacher 1 said,
I think we have people who care a lot, but they don’t know how to create environments
where students learn. I want them to feel important and safe, but if all of that leads to
them not learning, then it amounts to a bunch of back rubbing and bigotry.
Although some teachers did not feel like a cultural disconnect did not impact their own teaching,
the teachers did see how a cultural disconnect with other teachers can negatively impact student
OVERCOMING THE CULTURAL TEACHING GAP 70
learning. Although some teachers did not feel a personal disconnect impact their teaching, they
did see how a cultural disconnect has an impact classroom instruction. Therefore, this
performance gap was partially validated.
Organizational Influence 3: Teachers are overwhelmed with teaching the curriculum,
managing classroom behaviors, and implementing school-wide initiatives, which keeps
teachers from investing the effort to integrate culturally relevant teaching strategies.
According to the results of the survey, 36% of respondents believe that a sense of being
overwhelmed by the other tasks teachers are asked to do is what keeps teachers from being able
to successfully implement culturally relevant instruction.
During the interviews, every teacher confirmed the survey findings. Teacher 5 shared, “The
fact that we do so much is what keeps us from getting better at any of it.” Teachers 9 and 10
mentioned that they do not have enough time during the day to dedicate time to planning for an
implementing culturally relevant instruction. Teacher 9 said, “I just run out of time in the school
day. Between grading, phone calls, meeting with students, I just don’t have the time to invest
into making really great lessons.” Teacher 10 reiterated the lack of time. “With my schedule, I
just run into time constraints and can’t really put as much into planning as I want to.” Teacher 4
mentioned not having enough time during a class period to provide opportunities for students to
engage in culturally relevant instruction. He said, “I try to do a lot of projects based on what
students are interested in, but have 42 minutes is extremely hard. With more time, I could move
around more and get to more students.” Teachers 6 and 7, who both teach elective classes, shared
that their classes have a variety of levels in each period. Since they have to plan lessons to meet
the needs of the different levels of students, it is a struggle to also use culturally relevant
instruction consistently. Teacher 6 said, “One of the biggest obstacles is trying to teach mixed
OVERCOMING THE CULTURAL TEACHING GAP 71
level classes. It is hard to be culturally relevant to students who have never been in my class
before while also being relevant to level 3 students.” Teacher 7 agreed by saying, “I have 3
different classes in the same period. Trying to plan deeply meaningful lessons for all 3 classes
every day is exhausting.” Although the obstacles that each teacher faces are different, all
interviewees commented on the number of other tasks that must be completed by teachers. This
limits their ability to effectively implement culturally relevant instruction. As a result of the
survey findings and interview responses, this gap is validated.
Organizational Influence 4: There is a lack of awareness of what culturally relevant
instruction is and how it is to be implemented in a classroom. Of the teachers who completed
the survey, 32% identified a lack of awareness of what culturally relevant instruction is as an
obstacle to successfully using it in their classroom instruction. This lack of awareness is related
to the knowledge influencers as outlined in the conceptual framework. An organization’s lack of
awareness impacts the individuals’ knowledge.
The participants in the interviews also agreed that there are issues within the organization
that related to an organizational lack of awareness. Fifty percent of the respondents mentioned an
obstacle in the school being a lack of consistent and meaningful professional development
around culturally relevant instruction. Teacher 2 said, “Our professional development is not
targeted to this topic toward actually affecting instruction in a positive way. The lack of
consistency in professional development is a problem. Teacher 10 agreed that the professional
development offered contributes to the lack of awareness. She said, “We need to have
professional development on what our kids are dealing with. We need training on how to deal
with students who need a more emotional connection.” While some teachers identified
professional development as an obstacle to improving the awareness of teachers, Teacher 8 said
OVERCOMING THE CULTURAL TEACHING GAP 72
that a teacher’s mindset contributes to his or her lack of awareness. Specifically, the teacher said,
“If you are teaching mostly black students, and you don’t have the sense enough to dig in and
find out what makes them tick, something is wrong with you.” Teacher 7 agreed that a teacher’s
mindset can be an obstacle to using culturally relevant instruction. “There are teachers in the
building who have racist ideas, but they don’t realize it. Until our staff faces that and stops
believing our kids can’t and never will success, we are never going to experience systemic
change.” With almost one third of the survey respondents and half of the interviewees saying a
lack of awareness in the organization is an obstacle to implementing culturally relevant
instruction, this gap has been partially validated.
Table 9
Validated Influencers Table
Assumed Influences Validated
Yes, Partially
Validated, or
No
Knowledge Knowledge Influence 1 (Declarative): Teachers need to know
specific examples of culturally relevant teaching strategies.

No
Knowledge Influence 2 (Procedural): Teachers need to know
how to incorporate culturally relevant instruction that
enhances the curriculum.

Yes
Knowledge Influence 3 (Metacognitive): Teachers need to be
able to self-reflect and consider how effectively they are
implementing the culturally relevant strategies in their
classrooms.

Partially
Validated
Motivation Motivation Influence 1: Teachers need to believe they know
and can implement the teaching strategies to teach students
who are culturally diverse.

Partially
Validated
Motivation Influence 2: Teachers who embrace the idea of
culturally relevant instruction expect to see improved
Partially
Validated
OVERCOMING THE CULTURAL TEACHING GAP 73
academic performance for their culturally diverse students.

Organizational Organizational Influence 1: There is a general resistance from
the staff in having to modify their teaching strategies that they
have used in the past.

No
Organizational Influence 2: There is a disconnect in cultures
and lack of awareness from the predominately white teaching
staff and the predominately black student body which limits
the teachers’ abilities to incorporate culturally relevant
teaching strategies.

Partially
Validated
Organizational Influence 3: Teachers are overwhelmed with
teaching the curriculum, managing classroom behaviors, and
implementing school-wide initiatives which keeps teachers
from investing the effort to integrate culturally relevant
teaching strategies.

Yes
Organizational Influence 4: There is a lack of awareness of
what culturally relevant instruction is and how it is to be
implemented in a classroom.

Partially
Validated

Summary
This chapter presented data collected using surveys and interviews that were used to identify
knowledge, motivation, and organizational influences outlined in Chapter Three. Although most
teachers know what culturally relevant instruction is, they struggle to develop ways to implement
it into their instruction. Furthermore, teachers are not reflecting on implementation in order to
consider how to do it more effectively. Even though teachers know culturally relevant instruction
works to improve academic performance, teachers are limited by their lack of self-efficacy in
how to use culturally relevant instruction consistently. As an organization, the school is
overwhelming their teachers with other responsibilities that do not allow teachers time to learn
about and implement culturally relevant instruction. Even when teachers are given time, the
OVERCOMING THE CULTURAL TEACHING GAP 74
organization’s lack of awareness of the subject contributes to inconsistent and ineffective
professional development. This lack of awareness also contributes to a teaching mindset that
does not encourage meeting the cultural needs of students. These challenges will be discussed in
Chapter Five with recommendations to address the obstacles in implementing culturally relevant
instruction.
OVERCOMING THE CULTURAL TEACHING GAP 75
Chapter Five: Recommendations
The first chapter of this study revealed a current problem that is limiting the academic
success of minority students: understanding the obstacles teachers encounter when trying to
implement culturally relevant instruction. Specifically, Chapter One outlined the problem, its
impact on student academic success, and why it is critical to find solutions to the problem.
Chapter Two highlighted the influencers that could affect teachers being able to implement
culturally relevant instruction in their classrooms. The chapter also outlined the Clark and Estes
(2008) KMO model which was used as the theoretical framework for the study. Chapter three
explained the study design and methodology used to collect the data for the mixed methods
study. The chapter provided an overview of how the surveys were distributed, interviews were
conducted, and the data was collected. Chapter Four provided a full and detailed analysis of the
data collected during Chapter Three. The data collected from the surveys and interviews were
presented in the same order of knowledge, motivation, and organization influencers that were
outlined in the influencers table in Chapter Three. This chapter will provide recommendations
for Troy High School in order to make sure that teachers are able to effectively implement
culturally relevant instruction into their classrooms on a daily basis.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation, and organizational influences that interfere with teachers using culturally relevant
instructional practices in their classrooms. Using a gap analysis, a list of possible or assumed
interfering influences was generated, and determined if they were validated, and then by
examining these systematically to focus on actual or validated interfering influences. As such,
the questions that guided this study were
OVERCOMING THE CULTURAL TEACHING GAP 76

the following
1. What are the knowledge, motivation, and organizational elements that interfere with
teachers using culturally relevant instruction effectively?
2. What are the recommended knowledge, motivation, and organizational solutions in using
culturally relevant instruction in a high school classroom?
Knowledge Recommendations
Introduction
The knowledge influences (Table 10) represent the list of assumed knowledge influences and
whether they have been validated or not. Support is based on the most frequently mentioned
knowledge influences that help the organization achieve the stakeholders’ goal identified during
a quantitative survey and qualitative interview. These knowledge influences are also supported
by the literature review and Clark and Estes (2008) who suggest that possessing declarative
knowledge is needed to apply the procedural knowledge in the organization as well as self-
reflection which demonstrates metacognitive knowledge. Table 10 shows which influencers have
been validated and also which have a high priority for achieving the stakeholders’ goals. Table
10 also shows the recommendations for these influences based on theoretical principles.

OVERCOMING THE CULTURAL TEACHING GAP 77
Table 10
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence:
Cause, Need, or
Asset*

Validated
Yes, Partially
Validated, or
No
(Y, PV, or N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-
Specific
Recommendati
on
Teachers do not
know what
culturally
relevant
instruction is,
and they do not
know specific
examples of
culturally
relevant
instruction. (D)
N Y When
declarative
knowledge is
known, then
procedural
knowledge is
likely to increase
(Clark & Estes,
2008).

Teachers who
have
multicultural
students in their
classrooms need
to use the
cultural
knowledge, prior
experiences,
frames of
reference, and
performance
styles of
culturally
diverse students
to make their
classroom
experience more
relevant to the
students (Gay,
2010)
Provide a job aid
that outlines
what culturally
relevant
instruction is, the
researchers who
developed the
term, and the
necessity to
implement it into
the classroom as
well as research-
based
instructional
strategies that
are culturally
relevant to the
teachers’ student
populations
OVERCOMING THE CULTURAL TEACHING GAP 78
Teachers do not
know how to
incorporate
culturally
relevant
instruction that
enhances the
curriculum. (P)
Y Y Being able to
successfully
implement the
knowledge,
skills, and
procedures into
practice
(Krathwohl,
2002).

Teachers who
use culturally
relevant
instruction
designed lessons
that use their
students’
cultures as the
basis for helping
students
understand
themselves and
others, structure
social
interactions, and
conceptualize
information
(Ladson-Billing,
1992).
Provide training
to teachers
where they can
see expert
teachers
implementing
culturally
relevant
instruction
Teachers do not
self-reflect and
consider how
effectively they
are
implementing
culturally
relevant
instruction in
their classrooms.
(M)
PV Y Reflecting on the
knowledge and
skills acquired
increases
performance
(Krathwohl,
2002).

Teachers need to
be able to ask
self-reflection
questions about
their own
attitudes toward
diverse students
(Howard, 2003).
Provide training
that models to
teachers how to
reflect on the
effectiveness of
culturally
relevant
instruction
implementation
OVERCOMING THE CULTURAL TEACHING GAP 79
Declarative Knowledge Solutions
Teachers who are working in a school that has a high percentage of multicultural students
need to know what culturally responsive instruction is and specific examples of ways to
implement it into their classrooms (D). Gay, (2010) and Ladson-Billings, (2014) found that
teachers who are not consistently implementing culturally relevant instruction into their
classrooms are not adequately preparing their students for the future. The first part of
implementation is knowing what culturally relevant instruction is and specific strategies that
reflect that knowledge. When declarative knowledge is known, then procedural knowledge is
likely to increase (Clark & Estes, 2008). An increase in procedural knowledge would suggest
that by providing teachers with a handout or visual organizer would support their learning. The
recommendation is for teachers working with multicultural student populations is to be given a
job aid that outline a definition of the term and strategies for each specific classroom.
When teachers of multicultural students understand culturally responsive teaching and
strategies to implement it into their classroom, their students show increased academic
performance (Gay, 2010; Howard, 2003; Ladson-Billings, 2009). When teachers are provided
with adequate training around culturally responsive teaching principles, the multicultural
students in their classes not only improve academically, but they also develop social and political
skills. As such, the recommendation as a result of this study is that teachers will benefit from
culturally responsive teaching job aids to assist them in understanding culturally responsive
teaching and specific examples of strategies to be implemented in a multicultural classroom to
enhance teacher effectiveness and student learning.

OVERCOMING THE CULTURAL TEACHING GAP 80
Procedural Knowledge Solutions
Teachers also need to know how to successfully implement culturally responsive teaching
strategies (P). Although they may know the principles and strategies, they also need to know
how to apply their knowledge in their classroom. Teachers who are able to implement culturally
relevant teaching into their classroom instruction design lessons that use their students’ cultures
as the basis for helping students understand themselves and others, structure social interactions,
and conceptualize information (Ladson-Billing, 1992). Providing teachers opportunities to
observe other teachers who successfully implement culturally responsive techniques would
support learning. The recommendation is for teachers who teach multicultural students to be
given opportunities to observe the implementation of effective culturally relevant instruction.
Researchers have found that teachers who have high expectations for their students and
connect the content to the students’ lives (Hyland, 2009; Ladson-Billings, 1992; Tyler et al.,
2006) will help multicultural students experience academic success. When teachers are taught
specific strategies and have training on how to implement the strategies, the teachers will
experience success in the classroom which will lead to higher student academic achievement. As
such, the recommendation as a result of this study is that teachers will benefit from observing
other teachers who are able to successfully implement culturally responsive teaching. These
opportunities to observe other teachers will assist them in understanding how to implement
culturally responsive teaching in order to enhance teacher effectiveness and student learning.
Metacognitive Knowledge Solutions
While it is important for teachers to know culturally responsive teaching principles and how
to implement them into their classroom, they also need to know how to reflect on how
successfully the strategies were implemented (M). Teachers need to be willing to reflect on their
OVERCOMING THE CULTURAL TEACHING GAP 81
own teaching practices and assess how they can make them more relevant to their culturally
diverse students (Henfield & Washington, 2012; Ladson-Billings, 1992). A teacher’s willingness
to ask tough questions about his or her own attitudes and classroom instruction can reflect a true
commitment from that teacher to the well-being of their students (Howard, 2003). Providing
teachers job aids in the form of questions to consider and training on how to answer and reflect
on their answers would help support their learning. The recommendation is for teachers who
teach multicultural students to be given reflection questions that could be included as part of
their lesson planning or observation post-conferences.
Teachers who reflect on their own attitudes about minority students and the teaching
practices they use to be culturally responsive provide their students with more opportunities to
experience academic success (Hyland, 2009; Ladson-Billings, 1992; Tyler et al., 2006). When
teachers reflect on their effectiveness of implementing culturally responsive instruction they are
able to examine how their personal attitudes are influencing their instruction as well as reflect on
how successfully they are teaching minority students. As such, the recommendation as a result of
this study is that teachers will benefit from a job aid that provides them with specific reflection
questions that are part of their planning for future lessons. These opportunities to reflect on their
instruction will assist them in understanding how to more effectively implement culturally
responsive teaching in order to enhance teacher effectiveness and student learning.
Motivation Recommendations
Introduction
The motivation influences in Table 11 includes the assumed motivation influences and
whether they were validated, partially validated, or not validated. The motivation influences of
self-efficacy theory and expectancy value theory used to achieve the stakeholders’ goal will be
OVERCOMING THE CULTURAL TEACHING GAP 82
validated based on the most frequently mentioned motivational influences in achieving their goal
during quantitative surveys and qualitative interviews. These findings will be aligned with the
literature review. The teachers’ motivation that culturally relevant instruction leads to higher
student achievement and that teachers feel confident in their ability to implement culturally
relevant instruction will be evaluated to identify gaps in their motivation. The influences in Table
11 are anticipated to be a high priority for achieving the organizational goal. Table 11 also shows
the recommendations for the validated influences based on theoretical principles.
Table 11
Summary of Motivation Influences and Recommendations
Assumed
Knowledge
Influence:
Cause, Need, or
Asset*

Validated
Yes, Partially
Validated, or
No
(Y, PV, or N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-
Specific
Recommendati
on
Teachers need to
believe that their
successful
implementation
of culturally
relevant teaching
will improve the
academic
performance of
their students
(Expectancy
Value Theory)
PV Y When a
stakeholder
makes the choice
to complete a
task, expectancy
is how
successful the
stakeholder feels
he or she will be
(Eccles, 2006).

Teachers who
believe that the
implementation
of culturally
relevant
strategies will
lead to an
increase in
student
performance are
Teachers will be
given videos and
written
responses of
students
reflecting on
teachers who
effectively use
culturally
relevant
instruction.

Teachers will be
provided
research studies
and videos of
researchers
sharing the
benefits of using
culturally
relevant
OVERCOMING THE CULTURAL TEACHING GAP 83
motivated by the
expectation that
certain behaviors
will lead to
certain results
(Siwatu, 2007).

Teachers need
to believe they
can effectively
implement those
strategies into
their instruction
(Siwatu et al.,
2011).
instruction.
Teachers need to
believe they
have the ability
to successfully
implement
culturally
relevant teaching
in their
classrooms that
is responsive to
the cultures of
their
multicultural
students
(Self-Efficacy
Theory)
PV Y Stakeholder
performance is
largely governed
by people’s
beliefs about
themselves and
their
environment
(Clark & Estes,
2008).

Individuals
become more
efficacious by
seeing success in
mastery
experience,
vicarious
experience,
social
persuasions, and
physiological
reactions
(Pajares, 2006).

Mastery
experiences are
the most
influential
source in the
Teachers will be
observed by
other teachers
within their
professional
learning
community and
then receive
positive and
constructive
feedback on how
to modify the
lesson in order to
more effectively
implement
culturally
relevant
teaching.

Teachers will
also be provided
a job aid that
outlines
reflection
questions that
teachers can
complete after
lessons are
taught in order to
self-reflect on
OVERCOMING THE CULTURAL TEACHING GAP 84
development of
self-efficacy,
because these
experiences give
an individual
specific evidence
of his or her
ability to
complete a
specific task
successfully
(Siwatu, 2011).

When teachers
have the
knowledge of
how to
implement
culturally
relevant teaching
strategies in their
daily instruction,
they are more
likely to feel
efficacious in
teaching diverse
learners
(Fitchett,
Starker, &
Salyers, 2012).
the effectiveness
of the culturally
responsive
strategies used.
______________________________________________________________________________
Expectancy Value Theory. In order to successfully implement culturally relevant
instruction, teachers need to expect that their students’ academic performance will improve.
When a stakeholder completes a task, expectancy is how successful the stakeholder feels he or
she will be (Eccles, 2006). Clark and Estes (2008) assert that in order for stakeholders to have an
impact on the organization’s goal, the stakeholders must increase persistence, choice, and mental
effort. Providing teachers with evidence that their efforts were successful and student
performance would increase the teachers’ expectancy value. Therefore, it is recommended that
OVERCOMING THE CULTURAL TEACHING GAP 85
the teachers be provided with videos and written accounts of students sharing how teachers who
use culturally relevant instruction have helped them increase their academic performance.
Eccles (2006) asserts that a critical part of expectancy value theory is that individuals who
are able to complete a task expect the task to result in a positive outcome. Researchers suggest
that when teachers expect their implementation of culturally relevant instruction will increase
student performance then the teachers are more motivated to implement culturally relevant
teaching strategies. Teachers who believe that the implementation of culturally relevant
strategies will lead to an increase in student performance are motivated by the expectation that
certain behaviors will lead to certain results (Siwatu, 2007). Teachers also need to believe they
can effectively implement those strategies into their instruction (Siwatu et al., 2011).
Theoretically, increasing the expectancy value theory in teachers would increase their motivation
to implement culturally relevant instruction. As such, it is recommended that teachers are
provided with research articles and relevant videos that espouse the importance of using
culturally relevant instruction in order to increase student performance. These resources will be
given to teachers to view and reflect upon during school-wide professional development
sessions.
Self-Efficacy Theory. Teachers need to believe they are capable of effectively implementing
culturally relevant instruction into their daily lessons. When individuals have confidence that
they will be successful in implementing a task, they are more motivated to attempt it (Pajares,
2006). According to Bandura (2000), an organization will struggle to accomplish its
organizational goals if the stakeholders do not have high self-efficacy. Individuals become more
efficacious effective by seeing success in mastery experience, vicarious experience, social
persuasions, and physiological reactions (Pajares, 2006). Receiving feedback on the tasks being
OVERCOMING THE CULTURAL TEACHING GAP 86
completed would help individuals increase their self-efficacy. Therefore, it is recommended that
the teachers be observed by teachers within their professional learning community and then
receive positive and constructive feedback on how to modify the lesson in order to more
effectively implement culturally relevant teaching in the future.
Clark and Estes (2008) state stakeholder performance is largely governed by people’s beliefs
about themselves and their environment. When individuals are given an opportunity to observe
someone else completing a task and provide feedback, self-efficacy will increase (Pajares, 2006).
Furthermore, mastery experiences are the most influential source in the development of self-
efficacy, because these experiences give an individual specific evidence of his or her ability to
complete a specific task successfully (Siwatu, 2011). When teachers know how to implement
culturally relevant teaching strategies in their daily instruction, they are more likely to feel
efficacious in teaching diverse learners (Fitchett, Starker, & Salyers, 2012). From a theoretical
perspective, teachers should be provided a job aid that outlines reflection questions that teachers
can complete after lessons are taught in order to self-reflect on the effectiveness of the culturally
responsive strategies used. This self-reflection will give teachers the confidence to continue to
implement culturally relevant instruction, or it will help teachers identify areas of growth in
order to increase self-efficacy.
Organization Recommendations
Introduction
The organizational influences in Table 12 include all assumed organizational influences
and whether they have been validated or not. The organizational influences used to accomplish
the organization’s goal will be validated based on the organizational influences that are the most
frequently mentioned during quantitative surveys and qualitative interviews as well as the
OVERCOMING THE CULTURAL TEACHING GAP 87
literature review. When an organization lacks appropriate resources, necessary policies and
procedures, and counterproductive cultural settings and models, the organization’s stakeholders
may be prevented from achieving their performance goals even if they have the knowledge and
motivation (Clark & Estes, 2008). Rueda (2011) states that cultural settings are the aspects of an
organization that can be seen, while the cultural models are the unseen characteristics of an
organization.
Table 12
Summary of Organization Influences and Recommendations

Assumed
Organizational
Influence:
Cause, Need, or
Asset*

Validated
Yes, Partially
Validated, or
No
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-
Specific
Recommendati
on
Cultural Model
Influence 1:
There is a
general
resistance from
the staff in
having to modify
their teaching
strategies that
they have used
in the past.
N Y Value chains use
the information
from a value
stream to
identify ways the
organization is
not working
effectively
(Clark & Estes,
2008).

When adults see
the relevance
and importance
of a task, they
are more
motivated to
complete the
task (Knowles,
1980).

Teachers who
Identify specific
school-wide
strategies that
can be adopted
and implemented
by each teacher,
and then provide
support and
follow-up on the
strategy being
implemented.

Provide staff
with research-
based articles
that discuss the
need to modify
teaching
strategies to
meet student
need that will be
read and
OVERCOMING THE CULTURAL TEACHING GAP 88
are able to stay
up to date on
current
educational
practice and
research see
improved
student learning
outcomes
(Mezirow, 1997,
2000).
discussed during
faculty meetings.
Cultural Model
Influence 2:
There is a
disconnect in
cultures and lack
of awareness
from the
predominantly
white teaching
staff and the
predominately
black student
body which
limits the
teachers’
abilities to
incorporate
culturally
relevant teaching
strategies.
PV Y Value streams
are a way for the
different aspects
of an
organization
interact with
each other
productively
(Clark & Estes,
2008).

When
individuals
engage in
reflection that
will improve
performance, the
environment
needs to be one
that promotes
acceptance,
empathy, and
trust (Mezirow,
1997, 2000).
Provide more
intentional non-
instructional
opportunities for
teachers and
students to
connect and
learn about their
each other's’
cultural
backgrounds.

Cultural Setting
Influence 1:
Teachers are
overwhelmed
with teaching the
curriculum,
managing
classroom
behaviors, and
Y The work
processes of an
organization
must be aligned
in order for that
organization to
experience
success (Clark &
Estes, 2008).
During faculty
meetings, time
will be set aside
that is dedicated
to hearing the
concerns of
teachers
concerning
workload. The
OVERCOMING THE CULTURAL TEACHING GAP 89
implementing
school-wide
initiatives which
keeps teachers
from investing
the effort to
integrate
culturally
relevant teaching
strategies.

Teachers who
feel that they are
having ideas and
information
forced upon
them will resist
learning
something new
(Fidishun, 2000).
concerns will be
discussed with
administrators
and district
supervisors to
identify critical
aspects of a
teacher’s
practice.
Cultural Setting
Influence 2:
There is a lack of
awareness of
what culturally
relevant teaching
strategies are and
how they are
implemented in
a classroom.
PV N In order for an
organization to
achieve its goals,
the
organizational
culture must be
aligned with the
organization
(Clark & Estes,
2008).

When a school
focuses its work
around the
school’s vision,
student
performance
improves
(Waters,
Marzano &
McNulty, 2003).
The school will
provide learning
opportunities for
teachers to learn
about culturally
relevant teaching
strategies.

Cultural models. In order to be able to effectively implement culturally relevant instruction,
the culture of a building needs to support the teachers. Unfortunately, one of the cultural models
that limits a teacher’s effectiveness is teacher’s reluctance to implement something new into their
teaching practice. Value chains use the information from a value stream to identify ways the
organization is not working effectively (Clark & Estes, 2008). When adults see the relevance
and importance of a task, they are more motivated to complete the task (Knowles, 1980).
OVERCOMING THE CULTURAL TEACHING GAP 90
Teachers who are able to stay up-to-date on current educational practice and research see
improved student learning outcomes (Mezirow, 1997, 2000). Therefore, it is recommended that
specific school-wide strategies are identified that can be adopted and implemented by each
teacher. Support and follow-up is then provided to measure effectiveness.
Another one of the organizational culture models is that there is a disconnect between the
cultures of the predominantly white teaching staff and the mostly black student body. Value
streams are a way for the different aspects of an organization interact with each other
productively (Clark & Estes, 2008). When individuals engage in reflection that will improve
performance, the environment needs to be one that promotes acceptance, empathy, and trust
(Mezirow, 1997, 2000). Therefore, it is recommended that teachers be provided more intentional
non-instructional opportunities for teachers and students to connect and learn about their each
other's’ cultural backgrounds.
Cultural settings. Teachers are overwhelmed with teaching the curriculum, managing
classroom behaviors, and implementing school-wide initiatives which keeps teachers from
investing the effort to integrate culturally relevant teaching strategies. The work processes of an
organization must be aligned in order for that organization to experience success (Clark & Estes,
2008). Teachers who feel that they are having ideas and information forced upon them will resist
learning something new (Fidishun, 2000). During faculty meetings, time will be committed to
hearing the concerns of teachers in regard to daily workload. The concerns will be discussed with
administrators and district supervisors to identify the most critical aspects of a teacher’s practice
and what teachers should focus on.
Another cultural setting of the organization is there is a lack of awareness of what culturally
relevant teaching strategies are and how they are implemented in a classroom.. In order for an
OVERCOMING THE CULTURAL TEACHING GAP 91
organization to achieve its goals, the organizational culture must be aligned with the organization
(Clark & Estes, 2008). When a school focuses its work around the school’s vision, student
performance improves (Waters et al., 2003). The school will provide more opportunities for
teachers to learn about culturally relevant instruction which will help the school focus on
meeting the needs of its learners more effectively.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatric Model informed the implementation and evaluation plan
(Kirkpatrick & Kirkpatrick, 2006; Kirkpatrick & Kirkpatrick, 2016). This model recommends
that evaluation plans begin with the organization goals and then work backwards. By working
backwards, the recommended solutions to the organization’s problem are easier to identify and
are more closely aligned with the organizational goals. The New World Kirkpatrick Model
recommends four levels of training and evaluation: 1) results (Level 4), 2) behavior (Level 3), 3)
learning, (Level 2), and 4) reaction (Level 1).
Troy High School (THS) provides students with a rigorous high school education that
prepares them to pursue and complete postsecondary training. The school district strives to focus
on its students, manage its resources well, and embrace innovative teaching practices, so that
students can succeed academically. This project examined the knowledge and skills, motivation,
and organizational barriers that prevent teachers from effectively implementing culturally
relevant instruction. The proposed solutions include a series of trainings around what culturally
relevant instruction is and its benefits to teacher effectiveness and student achievement. This
series of training should produce the desired outcome which is an increase in the number of
OVERCOMING THE CULTURAL TEACHING GAP 92
teachers effectively and intentionally implementing culturally relevant instruction into their
classes.
Level 4: Results and Leading Indicators
Table 4 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for Troy High School. If
the internal outcomes are met as expected as a result of the training and organizational support
for the implementation of culturally relevant instruction are met, then the external goals will also
be achieved.
Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
1. Decrease the racial
achievement gap between
black students and their white
counterparts
1. The percentages of black
students passing the state
assessment compared to the
percentage of white students
passing the state assessment.
1. Solicit data from the school
district’s data collection
website
2. Increase the number of
black students achieving a
passing score on the state
assessment
2. The percentage of black
students receiving a passing
score on the state
assessments.
2. Solicit data from the school
district’s data collection
website
3. Increase the average SAT
scores of black students
3. The average SAT score of
black students.
3. Solicit data from the
College Board website

OVERCOMING THE CULTURAL TEACHING GAP 93
Internal Outcomes
5. Increase the teachers’
declarative knowledge
The frequency of professional
development sessions
informing teachers about
what culturally relevant
instruction is and what
specific strategies can be used
Provide specific professional
development opportunities
for teachers to learn more
about culturally relevant
instruction
6. Increase the teachers’
procedural knowledge
The frequency of teachers’
planning and implementing
culturally relevant instruction
Weekly analysis of lesson
plans and monthly classroom
observations
7. Increase the teachers’
metacognitive knowledge
The frequency of teachers’
self-reflection about their
instruction
Solicit weekly feedback
through reflection questions
8. Increase the teachers’
motivation through self-
efficacy
Once a week sharing of
strategies
Weekly opportunities to meet
with other teachers to reflect
on the effectiveness of their
implementation of culturally
relevant instruction
9. Increase the teachers’
motivation around utility
value
Monthly sharing of student
success on formative
assessments
Monthly opportunities to
share the impact of culturally
relevant instruction on
student achievement

Level 3: Behavior
Critical behaviors. The stakeholders of focus are the teachers at THS. The first critical
behavior is that teachers must plan for culturally relevant instruction as they write their weekly
lesson plans. The second critical behavior is that they must spend time reflecting on the
effectiveness of their implementation of culturally relevant instruction. The third critical
behavior is that teachers must meet with their professional learning community in order to
OVERCOMING THE CULTURAL TEACHING GAP 94
discuss culturally relevant instruction. The specific metrics, methods, and timing for each of
these outcome behaviors is shown in Table 14.
Table 14
Critical Behaviors, Metrics, Methods, and Timing
Critical Behavior Metric(s) Method(s) Timing
1. Intentionally plan
lessons that use
culturally relevant
instruction
1. Additional column
in teachers’ weekly
lesson plans

1. The teachers will
add a column to their
weekly lesson plans
where they can add
culturally relevant
instructional
strategies.
1. Weekly
2. Reflection on
Implementation of
culturally relevant
instruction
2. Weekly reflection
questions provided by
school leadership
2. Teachers will
complete weekly
reflection questions in
which they consider
the effectiveness of
their implementation
of culturally relevant
instruction
2. Weekly
3. Teachers will meet
with their
professional learning
communities to
discuss
implementation of
culturally relevant
instruction.
3. Attendance at and
notes taken during the
meeting.
3. The teachers will
meet with the same
group of teachers in a
professional learning
community to share,
receive feedback, and
reflect on the
effectiveness of
culturally relevant
instruction.
3. Twice a week

Required drivers. Teachers require the support of their administrators and other teachers
and the school to reinforce what they learn in the training and to encourage them to apply what
OVERCOMING THE CULTURAL TEACHING GAP 95
they have learned in their classroom instruction. Rewards should be distributed for achievement
of performance goals to enhance the organizational support of new reviewers. Table 15 shows
the recommended drivers to support critical behaviors of teachers.
Table 15
Required Drivers to Support Teachers’ Critical Behaviors
Method(s) Timing Critical Behaviors Supported
1, 2, 3
Reinforcing
Job aid with definition of
culturally relevant instruction
and sample strategies
Ongoing 1, 2, 3
Job aid of reflection questions
to be used when reflecting on
implementation of culturally
relevant instruction
Ongoing 1, 2, 3
Professional learning
community meetings with
teachers in the same subject
area
Weekly 1, 2, 3
Use online LMS and e-mail to
give teachers opportunities to
share strategies and reflections
on classroom instruction
Ongoing 1, 2, 3
Professional learning
community meeting to reflect
collaboratively
Weekly 1, 2, 3
Encouraging
OVERCOMING THE CULTURAL TEACHING GAP 96
Collaboration and peer
modeling during professional
learning communities
Weekly 1, 2, 3
Feedback and coaching from
academic coach,
administrators, and department
head
Ongoing 1, 2, 3
Rewarding
Public acknowledgement by
the principal at faculty
meetings for showing
improvement on local
assessments
Monthly 1, 2, 3

Monitoring
Principal can share success
stories at faculty meetings
Monthly 1, 2, 3
Principal can ask teachers to
self-report their confidence
and self-efficacy in classroom
implementation
Monthly 1, 2, 3
Academic coach and
department heads can assess
the performance of the
teachers. Frequent, quick
checks can help the school
monitor implementation and
make adjustments if results do
not match expectations at that
time
Monthly 1, 2, 3

OVERCOMING THE CULTURAL TEACHING GAP 97
Organizational support. To ensure that the required drivers are implemented, the
organization will provide a series of supports to teachers. First, review the current workload of
teachers and resources to help teachers with the implementation of culturally relevant instruction.
Administrators and teachers will collaboratively develop a plan to redesign the workload which
will consider the organization's goals. Furthermore, time should be dedicated during monthly
faculty meeting to allow teachers and administrators to openly discuss and receive feedback on
their plans, progress, and support for one another in order to implement culturally relevant
instruction. Moreover, the school will provide monthly updates and assessment on the success of
the implementation of culturally relevant instruction both in teacher implementation and student
outcomes. Finally, annually the school will review the proficiency rates of students especially
black students, to measure the effectiveness of the shift in classroom instruction.
Level 2: Learning
Learning goals. After completing the recommended solutions, teachers will be able to:
1. Define culturally relevant instruction (D)
2. Provide concrete examples of how culturally relevant instruction can be used in the classroom
(D)
3. Implement culturally relevant instructional strategies into their daily lesson plans (P)
4. Reflect on the effectiveness of their lessons in meeting the needs of culturally diverse students
(M)
5. Demonstrate that teachers have the confidence to implement culturally relevant instruction
into the classroom (Self-Efficacy Theory).
6. Value the implementation of culturally relevant instruction and its ability to improve student
achievement (Expectancy Value Theory).
OVERCOMING THE CULTURAL TEACHING GAP 98
Program. The learning goals listed in the previous section, will be achieved with a training
program that explores culturally relevant instruction. The learners, teachers, will study a broad
range of topics pertaining to the implementation of culturally relevant instruction in their
classrooms. The program will be implemented as a topic in a professional development series
that is delivered in a face-to-face, small group format. The total time for completion is 336
minutes over 8 professional development periods that are 42 minutes long, once a week for two
months. This time has already been dedicated to professional development at the school.
During the first set of professional development sessions, learners will be provided a job aid
of definitions and examples of culturally relevant instruction. Another job aid will contain
reflection questions for teachers to use as they reflect on the effectiveness of their lessons.
Teachers will also be provided with student feedback on how culturally relevant instruction
impacts their experiences in classes. After using the job aids, the teachers will have the
opportunity to discuss the use of culturally relevant instruction with other teachers.
During the second half of the training program, the focus will be on applying what teachers
have learned to their own classroom practice. Teachers will work together to provide feedback
on the lesson plans, classroom instruction, and reflection on the implementation of culturally
relevant instruction. More experienced and effective teachers will also discuss the value and
benefits of using culturally relevant instruction. Teachers will model how to implement
culturally relevant instruction in daily classroom instruction.
Components of learning. Demonstrating declarative and procedural knowledge is often
critical to applying the knowledge to solve problems. As a result, it is important to evaluate the
learning of both declarative and procedural knowledge being taught. It is also important that
learners value the training in order to incorporate their newly learned knowledge and skills.
OVERCOMING THE CULTURAL TEACHING GAP 99
However, they must also be confident that they can succeed in applying their knowledge and
skills and be committed to using them on the job. As such, Table 16 lists the evaluation methods
and timing for these components of learning.
Table 16
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Think in pairs and share out with the group During the training
Knowledge checks through discussions During the training

Procedural Skills “I can do it right now.”
Adding culturally relevant teaching strategies to
lesson plans
During the training and then weekly during
lesson planning
Rubric used during classroom formal and
informal observations
After the training
Attitude “I believe this is worthwhile.”
Administrator’s post-conference after
observation
After the training
Discussions about the value of implementing
culturally relevant instruction
During the workshop
Confidence “I think I can do it on the job.”
Pre- and post-surveys for teachers to self-reflect Before and after the training
Discussions in professional learning
communities
During and after the workshop
Commitment “I will do it on the job.”
Discussions following classroom observation
and feedback
During the workshop
OVERCOMING THE CULTURAL TEACHING GAP 100
Pre- and post-surveys for teachers to self-reflect Before and after the training

Level 1: Reaction
Table 17
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance during the entire training At the beginning and end of the training
Asking meaningful questions During the training
Successful addition of strategies to weekly
lesson plans
During the training
Relevance
Formative questions for feedback During the training
Post-training survey After the training
Customer Satisfaction
Formative questions for feedback During the training

Post-training survey After the training

Evaluation Tools
Immediately following the program implementation. After the professional development
sessions, the participants will be given an online survey that will measure their engagement with
the material presented during the session. The survey will also measure the relevance of the
OVERCOMING THE CULTURAL TEACHING GAP 101
material to the participants’ teaching practice as well as their overall satisfaction with the content
and delivery of the session.
For Level 1, the facilitator will conduct periodic assessments to make sure the content is
relevant and applicable to teachers’ teaching practices as well as to receive feedback on delivery
style. Level 2 will check for understanding through group discussion and share out as well as
application in scenarios.
Delayed for a period after the program implementation. Approximately two weeks after
the training, the leadership team will administer a survey containing scaled and open-ended items
to measure the teachers’ satisfaction as well as the relevance of the training (Level 1). The
survey will also measure how applicable the training was and how it improved the teachers’
confidence and value of using culturally relevant instruction (Level 2). In addition, it will assess
how effective the supports were from administrators and peers (Level 3), and the extent to which
the use of culturally relevant instruction has improved student academic performance (Level 4).
Data Analysis and Reporting
In order for teachers to be able to effectively implement culturally relevant instruction in
their classroom, they must be provided effective and relevant training opportunities. The Level 4
goal of decreasing the academic achievement gap and improving academic performance of black
students is measured by comparing standardized test scores. It is critical for the school to
communicate academic success to the rest of the stakeholders within and outside of the school.
By evaluating the adjustments to the training that teachers are provided in implementing
culturally relevant instruction, the feedback that has been provided from immediate and delayed
surveys is important to share with the rest of the staff so that all stakeholders are aware of the
progress being made. By analyzing and discussing the feedback data all of the stakeholders are
OVERCOMING THE CULTURAL TEACHING GAP 102
able to understand the different levels of the New World Kirkpatrick Model. The results of the
surveys will be shared with all internal stakeholders electronically. The information will also be
shared with the district in order to receive feedback on the effectiveness of the program. The
principal will use the table below to monitor Level 4 external outcomes to ensure the goals of the
organizational are being met. Similar tables will be created to monitor Levels 1, 2, 3, and internal
outcomes for Level 4.
Table 18
Troy High School External Organizational Goals
Action Target
1. Decrease the racial achievement gap
between black students and their white
counterparts
Decrease the academic achievement gap by
5% between white and black students
2. Increase the number of black students
achieving a passing score on the state
assessment
Increase the percentage of passing scores by
10%
3. Increase the average SAT scores of black
students
Increase the average SAT score by 50 points

Summary
As THS looks strives to improve the academic culture for its students, it is critical to
understand how change is going to occur and how the changes are going to be implemented. In
recent years, there has been a push to make more decisions based on valid and reliable data.
Although organizations collect data every day, there is a disconnect in how to use the data to
drive system-wide organizational change. The New World Kirkpatrick Model outlines a
structured way to analyze information collected from teachers and develop next steps for the
school. After analyzing the data, the school needs to provide better training on culturally relevant
OVERCOMING THE CULTURAL TEACHING GAP 103
instruction. In particular, what it is, how it is implemented, and why it is important to use in the
classroom. The Kirkpatrick Model details a way to enact systemic change that can be measured
and understood.
As THS seeks to enact organizational change, an essential question must be answered: Do
these new efforts meet the expectation of improving student academic achievement? (Kirkpatrick
& Kirkpatrick, 2016). If the implemented changes are not making a positive impact on the
academic achievement of minority students, then additional changes need to be made. A
successful organization needs to set performance goals, collect and analyze data, and make
adjustments. In order to meet the needs of its students, THS needs to be in a constant state of
monitoring and adjustment.
Limitations and Delimitations
The study used a mixed methods approach that included surveys and interviews. The
researcher in this study is a teacher within the organization. As a result, teachers asked to
complete the survey may not have participated, because of personal issues. The response rate
may have also been impacted, because the researcher is not an administrator and does not have
the authority to require participation. The sample size who volunteered to participate in the study
may have also been predisposed to a positive view of culturally relevant instruction. A more
accurate sample size would have included teachers who had positive and negative views about
culturally relevant instruction.
Another limitation to the study was the interview protocol. During data analysis, the
researcher realized the framing of the questions asked could have been more specific to
analyzing the gaps in teacher knowledge, motivation, and organizational influences. In addition,
data collection was completed over a one-month period and limited to the perspectives of
OVERCOMING THE CULTURAL TEACHING GAP 104
teachers in the organization. These limitations and delimitations were necessary to complete the
study, but the limited time impacted the study. In order to gain different perspectives on the
implementation of culturally relevant instruction, administrators, parents, and students could
provide different perspectives that were not included in the study. The study was also conducted
in a small, neighborhood high school in an urban center with a high minority and high poverty
population. Since the cultures of students would vary depending on the student population of the
school, the recommendations of the study could only be implemented if the school had a similar
demographic of students and teachers.
Recommendations for Future Research
Considering the limitations and delimitations of the study, there are several recommendations
for future research. A study should be conducted that assesses teacher mindset about the students
in their classes. Multiple interviewees mentioned that teachers at the school had a deficit mindset
about their students. This future research would allow a more in-depth study into the factors that
influence teachers’ perceptions of their students and how it impacts their classroom instruction.
The recommendations in this study suggest that teachers can learn how to be more respectful and
considerate of a student’s culture, but if the teacher has a negative view of that culture, then the
teacher will not see value in implementing instruction that respects the cultures of the students.
Studies should also explore the students’ perspectives on what makes a teacher effective, in
particular the teacher’s use of culturally relevant instruction. Although teachers try to learn about
their students anticipate how to modify instruction to be culturally relevant, an in-depth study in
student perceptions would provide more insight into the effectiveness of the teacher. While a
teacher or an administrator may perceive what is happening to be culturally relevant, the students
may not.
OVERCOMING THE CULTURAL TEACHING GAP 105
Finally, future research should analyze how teachers develop positive relationships and learn
about their students. During the interviews, teachers mentioned the importance of getting to
know your students. It would be difficult to implement culturally relevant instruction if the
teacher is unaware of the cultures in his or her classroom. The future study would focus on the
obstacles that teachers face in learning about their students. If teachers are unable to learn about
their students’ cultures, then the recommendation in this study would be difficult to implement.
Conclusion
At THS, implementing culturally relevant instruction is critical to students’ academic
success. The researcher attempted to evaluate how effectively teachers at the school were
implementing instruction that was culturally relevant to its students. Teachers were selected as
the primary stakeholder as they are responsible for the implementation of daily classroom
instruction. The Clark and Estes (2008) gap analysis model was used to assess where potential
performance gaps may have existed. The model was used to explore knowledge, motivation, and
organizational influences that limit the teachers’ effectiveness in using culturally relevant
instruction. The gap analysis framework revealed that while teachers may know what culturally
relevant instruction is, they struggle to identify specific ways to use. Even when they are able to
identify strategies to use, they do not spend time reflecting on its effectiveness. Teachers also
need more organizational support to be able to effectively use culturally relevant instruction on a
daily basis. Recommendations include more comprehensive training opportunities, more time to
collaborate and learn from colleagues, and evaluation of the plan in order to be successful.
The study has helped THS assess its teachers’ implementation of culturally relevant
instruction. It identified gaps in performance within the organization that could be addressed
through future professional development opportunities. The results of this study could also affect
OVERCOMING THE CULTURAL TEACHING GAP 106
how schools with similar student populations implement culturally relevant instruction into their
daily lessons. As the student population grows increasingly diverse, it is critical that teachers
know how to be more culturally relevant, reflect on their effectiveness, and overcome
organizational obstacles. If schools continue to educate all the students the same way without
recognizing and responding to the different cultures of the students, minority students will
continue to be left behind by a school system that is not for them. Since education’s role is to
prepare the next generation of college- and career-ready students, teachers cannot ignore the role
a student’s cultural background plays in his education. By respecting the cultures of its students,
teachers will be empowering their students to advocate for themselves in order to bring about
systemic change.

OVERCOMING THE CULTURAL TEACHING GAP 107
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OVERCOMING THE CULTURAL TEACHING GAP 113
Appendix A
Recruitment E-mail to Complete the Survey
Good morning/afternoon,
My name is Derek Long, and I’m a doctoral student at the University of Southern California. I
am conducting a research study I am conducting a research study about the obstacles teachers
face when trying to implement culturally relevant instruction. I am emailing to ask if you would
like to participate in my research study by completing a survey. The survey should take no more
than 10 minutes to complete. Participation is completely voluntary and your answers will remain
confidential and anonymous. If you are interested, please click on this link: Participant Survey
for the survey and additional information. Please contact me if you have any questions.

Thank you for your time,

Derek Long
OVERCOMING THE CULTURAL TEACHING GAP 114
Appendix B
Informed Consent for Study
University of Southern California
Rossier School of Education
Los Angeles, CA 90089

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

OVERCOMING THE CULTURAL TEACHING GAP:
AN EVALUATIVE STUDY OF URBAN TEACHERS’ IMPLEMENTATION OF
CULTURALLY RELEVANT INSTRUCTION
You are invited to participate in a research study conducted by the University of Southern
California, because you are a teacher at Pittsburgh Perry High School. Your participation is
voluntary. You should read the information below, and ask questions about anything you do not
understand before deciding whether to participate. Please take as much time as you need to read
the consent form. You may also decide to discuss participation with your family or friends. If
you decide to participate, you will be asked to sign this form. You will be given a copy of this
form.

PURPOSE OF THE STUDY
This research study aims to understand your perceptions and attitudes toward teachers’
implementation of culturally relevant instruction in their classrooms. Findings from this study
will contribute to the growing body of literature on how to support teachers with implementing
culturally relevant instruction in their classrooms.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to complete an online survey
which is anticipated to take about 10 minutes. You do not have to answer any questions you do
not want to; leave the item blank in the survey and move to the next question. At the end of the
survey, you will be asked if you would like to participate in an interview. The interview should
not last longer than 45 minutes.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks associated with this research study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
This study is being conducted to enrich the knowledge base surrounding the obstacles that
teachers face in how to effectively implement culturally relevant instruction in their classrooms.
Furthermore, findings from this study can be used to improve organizational practices focused on
improving instruction for culturally diverse learners.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team and the University of Southern California’s Human Subjects Protection
OVERCOMING THE CULTURAL TEACHING GAP 115
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to
protect the rights and welfare of research subjects.

Any identifiable information obtained in connection with this study will remain confidential.
Your responses will be coded with a false name (pseudonym) and maintained separately. The
data will be stored on the researcher’s password-protected laptop and will be kept indefinitely.
When the results of the research are published or discussed, no identifiable information will be
used.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or
remedies because of your participation in this research study.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Principal
Investigator:

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu
SIGNATURE OF RESEARCH PARTICIPANT
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR
I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date
OVERCOMING THE CULTURAL TEACHING GAP 116
Appendix C
Information Sheet for Study
Rossier School of Education
University of Southern California
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

OVERCOMING THE CULTURAL TEACHING GAP:
AN EVALUATIVE STUDY OF URBAN TEACHERS’ IMPLEMENTATION OF
CULTURALLY RELEVANT INSTRUCTION
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
This research study aims to understand your perceptions and attitudes toward teachers’
implementation of culturally relevant instruction in their classrooms. Findings from this study
will contribute to the growing body of literature on how to support teachers with implementing
culturally relevant instruction in their classrooms.

PARTICIPANT INVOLVEMENT
If you volunteer to participate in this study, you will be asked to complete an online survey
which is anticipated to take about 10 minutes. You do not have to answer any questions you do
not want to; leave the item blank in the survey and move to the next question. At the end of the
survey, you will be asked if you would like to participate in an interview. The interview should
not last longer than 45 minutes.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
Your responses will be coded with a false name (pseudonym) and maintained separately. The
data will be kept on the researcher’s password-protected laptop and will be kept indefinitely.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects. When the results of the research are
published or discussed, no identifiable information will be used.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator:

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
OVERCOMING THE CULTURAL TEACHING GAP 117
Appendix D
Recruitment E-mail for Interviews
Good morning/afternoon,
As you know, I am a doctoral student at the University of Southern California. I am conducting a
research study about the obstacles teachers face when trying to implement culturally relevant
instruction. On the Participant Survey you indicated that you would like to participate in the next
phase of the project which is an interview. Participation is completely voluntary, and all the
information collected will remain confidential. After completing the interview, I would like to
provide you with a $10 gift card to a business of your choosing. If you are interested or have any
questions, please contact me.

Thank you for your time,

Derek Long
OVERCOMING THE CULTURAL TEACHING GAP 118
Appendix E
Survey Protocol
1. With which sex do you identify?
• Female
• Male
• Other

2. With which race do you identify?
• Asian-Pacific Islander
• Black or African-American
• Hispanic or Latino
• Native American or American Indian
• White or European-American
• Other

3. What content areas do you teach? (check all that apply)
• Career and Technical Education
• English Language Arts
• Mathematics
• Physical Education/Health
• Science
• Social Studies
• Special Education
• World Language
• Other

4. Have you participated in the Beyond Diversity training provided by the school district?
• Yes
• No

5. How would you define culturally relevant instruction?

6. How familiar are you with the basic idea of culturally relevant instruction/pedagogy/teaching?
• Very familiar
• Slightly familiar
• Slightly unfamiliar
• Very familiar

7. I can effectively implement lessons that are culturally relevant.
• Strongly agree
• Somewhat agree
• Somewhat disagree
• Strongly agree
OVERCOMING THE CULTURAL TEACHING GAP 119

8. Using culturally relevant instruction/pedagogy/teaching helps my students succeed
academically.
• Strongly agree
• Somewhat agree
• Somewhat disagree
• Strongly agree

9. The disconnect from my culture and my students impacts my ability to effectively teach.
• Strongly agree
• Somewhat agree
• Somewhat disagree
• Strongly agree

10. I consistently reflect on my lessons to try to make them more culturally relevant.
• Strongly agree
• Somewhat agree
• Somewhat disagree
• Strongly agree

11. How do you use culturally relevant instruction in your classroom?

12. What have you seen other teachers do or heard other teachers talk about that could be
considered culturally relevant teaching?

13. How many days a week do you use strategies that could be considered to be culturally
relevant?
• 0
• 1
• 2
• 3
• 4
• 5

14. What obstacles limit your ability or willingness to use culturally relevant teaching strategies?
• Not aware of examples
• Overwhelmed with other responsibilities
• Classroom behavior of students
• No experience
• Will not improve academic success
• Other

15. How many years have you taught at a school that you considered to be culturally diverse?
• 0-3
• 4-6
OVERCOMING THE CULTURAL TEACHING GAP 120
• 7-10
• 10-15
• 16-20
• 21 or more

16. I would be more successful as a teacher if I taught in a school that was not culturally diverse.
• Strongly agree
• Somewhat agree
• Somewhat disagree
• Strongly agree

17. How important is it to you to implement lessons that are culturally relevant?
• Very important
• Somewhat important
• Somewhat unimportant
• Very unimportant

18. What supports would you need from the school and/or district to better use culturally relevant
teaching strategies?

19. Would you be interested in participating in the next part of the research project?
• Yes
• No

20. If yes, please type your e-mail address:

OVERCOMING THE CULTURAL TEACHING GAP 121
Appendix F
Interview Protocol
Good afternoon. How are you doing today? So as you know, I am doing research to find ways to
help teachers here at our school do a better job of responding to the needs of our students. I want
to be able to focus on your responses and not my notes, so is okay if I record our interview?
Let’s get started by telling me a little bit about what you teach and the grade levels of your
students.
Knowledge
• How familiar are you with culturally relevant instruction, and how does it impact your
instruction?
• What specific things do you do in class that could be considered to be responsive to your
students?
• Tell me about a lesson or a part of a lesson where you tried to do something that was
being culturally relevant.
Motivation
• From your experience, how could using Culturally Relevant Instruction help students be
successful especially black students?
• How do you know you are being successful at implementing CRI?
• What supports would you need in order to successfully implement CRP in your
classroom?
• How do you feel about your ability to use culturally relevant practices to enhance the
curriculum?

OVERCOMING THE CULTURAL TEACHING GAP 122
Organization
• What obstacles are there in the school that keep you from wanting to get better at your
teaching practice specifically 3g?
• How do the cultural differences between you and your students impact your classroom
teaching?
• In your opinion, how is our school at responding to the cultural needs and differences of
our students?
• Is there anything else that you would like to share with me about your teaching practice?

OVERCOMING THE CULTURAL TEACHING GAP 123
Appendix G
Survey to be Administered Immediately After Training
Scale 1-7 (Strongly disagree to strongly agree)
1. I know what culturally relevant instruction is (L2: Declarative)
2. I believe that implementing culturally relevant instruction contributes to student achievement.
(L2: Attitude)
3. I feel confident about implementing culturally relevant instruction in my classroom. (L2:
Confident)
4. The training today was engaging. (L1: Engagement)
5. The training today was applicable and relevant to my classroom. (L1: Relevance)
Open-ended questions
6. How do you plan to implement culturally relevant instruction into your classroom? (L2:
Procedural)
7. Please describe how your lessons will change once you add culturally relevant instruction to
your lesson plans. (L2: Commitment)
8. Please explain the likelihood that you are to recommend today’s training to your colleagues.
(L1: Customer Satisfaction)

OVERCOMING THE CULTURAL TEACHING GAP 124
Appendix H
Survey to be Administered Two Weeks After Training
Scale 1-7 (Strongly disagree to strongly agree)
1. I have been able to apply the learning from the training to my teaching practice. ( L1)
2. I was able to more effectively implement culturally relevant instruction after the training than
before the training (L2)
3. My professional learning network of teachers and I use the job aid for implementing culturally
relevant instruction each time we meet (L3)
4. I am able to effectively implement culturally relevant instruction that meets the needs of my
students (L4)

Abstract (if available)

Abstract The racial achievement gap is a problem that is plaguing America’s school system. Across the country, black and brown students are performing below their white classmates. According to researchers like Gloria Ladson-Billings and Geneva Gay, one of the most effective ways to reduce the achievement gap is to use culturally relevant instruction. The aim of this study was to identify the obstacles that teachers face in trying to implement culturally relevant instruction in their classroom. The primary research question was what are the knowledge, motivation, and organizational elements that interfere with teachers’ implementation of culturally relevant instruction? In this context, culturally relevant instruction includes recognizing the strengths of students’ unique cultures and using those strengths to improve student achievement. The research question was answered via survey responses and personal interviews with teachers. The participants represent various, ages, genders, races, and content areas. The study showed that teachers need to know how to implement culturally relevant strategies and have opportunities to reflect on their teaching. They also need to feel confident in their abilities to use culturally relevant instruction as well as knowing that it will improve student learning. The school also needs to provide opportunities for teachers to focus on planning, implementing, and reflecting on the teachers’ use of culturally relevant instruction. Finally, teachers need to have time to develop positive relationships with their students, so they are able to learn about their students. In turn, schools should provide robust professional development opportunities that include what culturally relevant instruction is, why teachers should use it, and how the school can support use of it. As part of the professional development, teachers will read and discuss research-based articles, collaborate with other teachers, and conduct non-evaluative peer evaluations.

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Asset Metadata

Creator Long, Derek Thomas (author)

Core Title Overcoming the cultural teaching gap: an evaluative study of urban teachers’ implementation of culturally relevant instruction

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/14/2018

Defense Date 02/12/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement gap,culturally relevant instruction,culturally relevant pedagogy,gap analysis,Knowledge,Motivation,OAI-PMH Harvest,obstacles,organization,peer evaluation,professional development,reflection,Relationships,self-efficacy,Urban Education

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Hanson, Kathy (committee member), Picus, Lawrence (committee member)

Creator Email dereklon@usc.edu,dereklong929@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-487117

Unique identifier UC11267250

Identifier etd-LongDerekT-6116.pdf (filename),usctheses-c40-487117 (legacy record id)

Legacy Identifier etd-LongDerekT-6116.pdf

Dmrecord 487117

Document Type Dissertation

Rights Long, Derek Thomas

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA