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The importance of the implementation process to achieve equity in the classroom through culturally relevant pedagogy

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The importance of the implementation process to achieve equity in the classroom through culturally relevant pedagogy

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Content The Importance of the Implementation Process to Achieve Equity in the Classroom
Through Culturally Relevant Pedagogy
Laura Rubio
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty in partial fulfillment
of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Laura Rubio 2024
All Rights Reserved

The Committee for Laura Rubio certifies the approval of this Dissertation
Steve McLaughlin
Christina Kishimoto
Greg Franklin, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
The purpose of this study is to investigate the process of implementing culturally relevant
pedagogy within a school district. The objective is to advance equity and attend to the particular
requirements of marginalized students of color. The change theory framework that researcher
Michael Fullan developed was chosen to serve as the basis for this study’s theoretical
framework. According to the findings of this study, it is anticipated that students of color will
achieve higher levels of academic success if the change process is put into practice. The study
shows that when all stakeholders share a vested interest in changing district priorities based on
student data, teachers and administrators are more likely to adhere to the district priorities in a
consistent and accountable manner. Students have a better chance of being successful in their
academic endeavors if their needs are met through culturally relevant strategies in their
classrooms.

v
Dedication
To my husband and my son. Thank you for your patience and for allowing me this time away
from you to pursue my dreams. I could not have done it without your undying love and support.
To my parents and all of my Tapia-Chavez family who have stood by me every time I have taken
on new challenges with my schooling and my career. I want you to know that I do this to ensure
that all of your efforts to succeed in this country are not in vain. I sit on the shoulders of my
grandmothers who fought to ensure that their families would be safe and taken care of. I hope
that I can continue to make them proud. The next generation should be forever grateful. I owe it
all to my Familia.

vi
Acknowledgments
I would like to express my gratitude to my committee chair, Dr. Greg Franklin for his
patience and faith in me. I am grateful for his guidance and the way that he made this process
easier than it seemed. Thank you, also, to my dissertation committee members, Dr. Christina
Kishimoto and Dr. Steve McLaughlin. I appreciate the support and your willingness to help me
in this process.
I am grateful and forever indebted to my colleagues for the support they have shown
these last 3 years. Running a high school is difficult. Running a high school during the COVID
pandemic took it to a whole new level. I made the decision to enroll during this time and could
not have done it if I didn’t have the confidence that my team was also up for the challenge. This
is one of the many chapters in my COVID memoirs.
I am also thankful for all of my professors at the Rossier School of Education. The
courses were truly helpful in shaping my dissertation topic. The challenging conversations that
we had to help me focus are greatly appreciated.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem.................................................................................................... 4
Purpose of the Study ........................................................................................................... 5
Significance of the Study.................................................................................................... 6
Limitations of the Study...................................................................................................... 6
Delimitations of the Study .................................................................................................. 7
Definition of Terms............................................................................................................. 7
Organization of the Study ................................................................................................... 9
Chapter Two: Review of the Literature......................................................................................... 11
Culturally Relevant Pedagogy in K-12 Education........................................................... 11
The Importance of Culturally Relevant Pedagogy in Education ...................................... 15
Culturally Relevant Strategies .......................................................................................... 18
Building Teacher Capacity................................................................................................ 20
Implementation of Culturally Responsive Strategies ....................................................... 25
Change Theory.................................................................................................................. 27
Teachers and School Transformation................................................................................ 29
Organizational Change Process ........................................................................................ 30
School District Practices and Process for Implementation............................................... 33
Collective School-Community Culture............................................................................. 36
Accountability Among Stakeholders ................................................................................ 38

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Teacher Preparation and Training ..................................................................................... 40
Anticipated Obstacles to the Process of Implementation Practices.................................. 44
Summary of the Literature ................................................................................................ 50
Chapter Three: Methodology........................................................................................................ 54
Statement of the Problem.................................................................................................. 54
Purpose of the Study ......................................................................................................... 55
Research Questions........................................................................................................... 55
Sample and Population ..................................................................................................... 55
Design Summary............................................................................................................... 56
Instrumentation and Protocols .......................................................................................... 57
Data Collection ................................................................................................................. 58
Data Analysis.................................................................................................................... 60
Validity and Reliability ..................................................................................................... 60
Summary........................................................................................................................... 61
Chapter Four: Findings................................................................................................................. 62
Participants........................................................................................................................ 63
Findings: Research Question 1 ......................................................................................... 63
Discussion for Research Question 1 ................................................................................. 68
Findings: Research Question 2 ......................................................................................... 69
Discussion for Research Question 2 ................................................................................. 74
Findings for Research Question 3..................................................................................... 75
Discussion for Research Question 3 ................................................................................. 78
Chapter Five: Discussion .............................................................................................................. 81
Summary of Findings........................................................................................................ 82
Implications for Practice ................................................................................................... 90

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Future Research ................................................................................................................ 92
Conclusions....................................................................................................................... 93
References..................................................................................................................................... 95
Appendix A: Interview Protocol ................................................................................................. 102
Introduction..................................................................................................................... 102
Closing ............................................................................................................................ 106

1
Chapter One: Overview of the Study
Almost 2 decades ago, the National Assessment of Educational Progress reported that
scaled scores on fourth-grade reading tests revealed that White students outperformed students of
color by at least 26 points. Eighth-grade scores displayed a gap of 23 points. In 2019, the scores
remained nearly unchanged, with fourth-grade students of color still showing a deficit of 21–26
points compared to White students. Eighth-grade scores still revealed a gap of 20–28 points (The
Nation’s Report Card [NAEP], 2005, 2019). Today, significant obstacles to educating students of
color continue to exist because of the societal structures that reinforce the barriers of
marginalized peoples within a society of neglect, abandonment, and incapacitation (Sojoyner,
2013). Consequently, it would seem imperative that implementing culturally relevant pedagogy
that addresses the educational needs of students of color must be at the forefront of what
educators and leaders accomplish each day.
This study aims to expand on a previous examination of a school district that has already
made progress in implementing culturally relevant pedagogy. It will provide valuable insights
into successfully implementing best practices of culturally responsive teaching. In addition, the
study will examine the process of developing and implementing these practices by means of
teacher training. Also, this study will delve into the possible challenges that could arise during
the process of developing and implementing these best practices.
This school district’s population is 94% Hispanic/Latino, with a predominance of low
socioeconomic status. Their change process began in 2010 with student data analysis and school
community outreach. The graduation rate was 58% at the time of these cultural and
administrative shifts. One of the added goals was the implementation and understanding of

2
culturally relevant pedagogy in their classrooms. After 13 years of implementation, the
graduation rate has risen to more than 93%, with continuous improvement in other student data.
Background of the Problem
Over the years, it has become clear to many that utilizing a culturally responsive
pedagogy is an effective way to close the achievement gap that is still a problem for students of
color. According to Christine Sleeter (2017), there is an increase in new teachers learning about
culturally responsive pedagogy from their teacher training programs. However, when conducting
a survey, she found that these same teachers still overwhelmingly interpreted the low
achievement of their students of color to be caused by factors outside the classroom. There is still
a great belief among educators that simply lacking motivation is the leading cause of low
academic achievement. However, according to Wlodkowski and Ginsberg (1995), this lack of
achievement for our students of color is mainly intrinsic, and they propose, along with LadsonBillings (1995), that culturally responsive teaching practices will better address the needs of our
students of color and bring on greater student engagement. Ladson-Billings discusses culturally
relevant pedagogy as a way to meet the needs of our students of color by linking culture and
education (1995). This increases the need for culturally responsive teaching strategies to be
implemented.
Studies have also shown that a student’s cultural and ethnic background influences how
they view their academic possibilities and their perceptions of the educational system, and
understanding this becomes imperative for teachers in urban schools. Geneva Gay (2002)
defined culturally responsive teaching as using a student’s lived experiences and cultural
characteristics “as conduits for teaching them more effectively.” Cultural relevance in the

3
classroom has proven to be a solid motivation for successful students, especially students of
color (Kumar et al., 2018).
Motivational research, meaningfulness, competence, autonomy, and relatedness are all
vital components for creating a meaningful impact in the classroom (Kumar et al., 2018).
Bridging the gap between these components for all students, especially students of color,
depends on the teacher and their expectations of students. There is a direct correlation between
teacher expectations and the achievement of students, which means that if teachers are not aware
of their positionality within the classroom, they are more likely to inadvertently perpetuate
societal biases and stereotypes (Picower, 2009). Some believe this might be especially true for
White, non-Hispanic teachers. In 2020, up to 54% of the students in a typical student body in the
United States were students of color. However, less than 3 years earlier, White, non-Hispanic
teachers helmed 79% of all classrooms (NAEP, 2020). Certainly, it is essential for all teachers to
receive culturally relevant pedagogy training. However, perhaps most importantly, training is
needed for White teachers in urban classrooms predominantly filled with students of color.
Numerous studies have highlighted essential components crucial for implementing
culturally relevant pedagogy. Goldhaber et al. (2015) emphasized the importance of providing
students of color with greater access to well-trained teachers who can address their unique needs
and bridge achievement gaps. Elmore (2002) stressed the responsibility of school districts in
enhancing teacher capacity, underscoring the pivotal role of professional development initiatives.
Moreover, Fullan (2006) asserted that systemic change in education requires a district-wide focus
on capacity building, emphasizing the significance of fostering a culture of continuous
improvement guided by data-driven strategies. He further emphasized the necessity of
establishing a clear district vision and executing a comprehensive plan to drive transformative

4
change within educational institutions. Ultimately, the cultivation of capacity at all levels,
starting from administrators and extending to teachers and other stakeholders within the school
community, is fundamental for maximizing positive outcomes, particularly for students of color.
Statement of the Problem
A move toward equity and diversity is increasingly important in our urban school
environments. There needs to be more understanding regarding developing culturally relevant
pedagogy within school districts. This hinders the creation of usable and relevant resources that
can effectively be provided to various teachers for use in their multicultural classrooms. Creating
environments where students receive a humanizing and impactful education will increase their
capacity and result in academic success (Morrell, 2017). In looking at data from 2005 versus
2019, students of color still underperform in reading and math compared to their White peers by
over 20 scaled points. The disparity begins as early as fourth grade and worsens by eighth grade.
Culturally responsive teaching and learning could help to engage students in the classroom. It
could help them connect to their experiences, backgrounds, and interests, which allows them to
take ownership of their learning (Woo, 2020). Teacher training programs are graduating more
and more teachers with multicultural training, yet for the most part, intervention strategies still
focus only on elements affecting students of color outside the classroom (Sleeter, 2017).
There is a need for strong leadership across a school district to effect needed change.
Khalifa et al. (2016) argued that a transition toward a more inclusive and culturally responsive
educational environment necessitates leaders who are prepared to implement transformative
changes within our system and to provide support to teachers in their endeavors to assist
students. Culturally responsive leadership also requires the leaders of our schools to “understand
the contexts in which they teach, and intently question their knowledge base and assumptions”

5
(Khalifa et al., 2016, p. 1281). If this process is implemented, then leaders can systematically
change their schools’ learning environments and culture. This study will examine how district
leadership has led to more teacher training opportunities and the effective use of culturally
relevant teaching strategies in the classroom to achieve academic equity for our marginalized
students of color.
Purpose of the Study
This study will illustrate how one district implemented culturally relevant pedagogy in its
schools by understanding the change model framework. Determining the steps taken to change
district priorities ensures that future districts prepare teachers for the extraordinary task of
addressing the needs of students of color in the best way possible. It is crucial for educators to
receive training and for school districts to take the lead in facilitating conversations and
implementing culturally relevant teaching practices due to the persistent education gap between
students of color and their White peers. This study will also show the processes, procedures, and
possible obstacles district and school administrators face when implementing culturally relevant
pedagogy.
The research questions used for this study will help guide its direction.
1. How did the district and site administrators plan to implement culturally relevant
pedagogy for their teaching staff?
2. What professional learning activities did the district/site provide for teachers to learn
about CRP and the best practices for implementation?
3. What were the obstacles district and site personnel encountered throughout the
implementation process, and how were they addressed?

6
Significance of the Study
This study highlights the importance of ongoing research in the evolution and
development of culturally relevant pedagogy over the past three decades. School districts are still
looking for ways to change district priorities and address the continuous achievement gap
between White and historically marginalized students of color. If teachers are not prepared to
have culturally relevant conversations with their students, there is a disservice to them and their
education, perpetuating the achievement gap. Relationship building with students should extend
beyond the classroom environment. A student with genuinely involved teachers who
acknowledge their families and cultural background will be more likely to behave better in the
classroom and, more importantly, gain respect for their teacher. Respect and understanding on
the part of the teacher will help students feel at ease and more likely to take academic risks in the
classroom, impacting their learning. This study aims to offer valuable insights into the change
process for implementing culturally responsive teaching strategies and providing ongoing teacher
training. The findings will benefit other school districts seeking to adopt similar practices.
Limitations of the Study
Some of the limitations of this study include researcher bias which could play into this
case study considering my positionality as a site administrator and a person of color. The data
was only collected from one specific district instead of multiple to examine the effectiveness of
the methods used to implement the new curriculum and the training of teachers in culturally
relevant pedagogy. Another potential limitation is the influence of teacher bias on district
structures, which can be influenced by the relationship between teachers, their school sites, and
the district office.

7
The school district that is a part of this study is a unified public district with
predominantly Hispanic or Latino student demographics, making up 94% of the student
population as of the 2020-2021 school year. The next largest demographic is African-American
students, at 4.7%, which shows a lack of diversity in the student population. There will also be
no comparison data to other school districts implementing culturally relevant strategies.
Delimitations of the Study
The interviews will be with teachers, school site, and district administrators to gather
different perspectives on teacher preparedness and training. Along with the interviews, document
collection will validate the training discussed throughout the interview process with district and
site administrators and teachers. The documents would help support the information gathered
during the interview process.
The interviews will be limited to the teachers trained through the various workshops. The
interviews with the site or district administrators will be limited to those that oversaw the process
and led the training workshops for the teachers and school sites. Interviews of staff currently
working on continuous training will also be interviewed. The study will be held in only one
urban school district, which creates less ability to compare and contrast with other districts
implementing culturally responsive teaching strategies.
Definition of Terms
• Achievement gap refers to the gap in academic achievement between students of color
and their White counterparts, typically based on local, state, or federal standardized
test scores (Ladson-Billings, 2006).
• “At-risk students” is a term used to describe students who are at risk of academic
failure and dropping out of school (Dee and Penner, 2017).

8
• Change model/theory embodies both theoretical and empirically-based understanding
of how change unfolds in an organization (Reinholz and Andrews, 2020)
• Culturally relevant pedagogy is a method in which educators incorporate students’
cultural experiences and backgrounds into their teaching following three criteria:
academic success, cultural competence, and critical consciousness (Ladson-Billings,
1995).
• Culturally responsive leadership involves school leaders fostering an inclusive school
environment for marginalized students, particularly those who are often overlooked.
These leaders also actively engage with and build relationships with the communities
they serve (Khalifa et al., 2016).
• Culturally responsive teaching (CRT) constitutes a form of teaching that
acknowledges the significance of incorporating students’ cultural identities into all
areas of the educational experience and gives students more agency on a social,
intellectual, political, and emotional level (Gay, 2002; Ladson-Billings, 1992).
• Culture, for this study, will be defined in an educational setting where multiple groups
of students should be valued for what they bring to the classroom and the school
community. Their backgrounds and experiences help shape the climate of the school
(Fraise and Brooks, 2015).
• Diversity encompasses the practice or characteristic of incorporating individuals from
various social and ethnic backgrounds, as well as different genders, sexual
orientations, and more (https://languages.oup.com/google-dictionary-en/).
• Enclosures are processes enacted by regional blocs during particular historic
moments in an attempt to “gain control over resources and over the ideological and

9
distributive institutions governing their allocation” (Woods, as cited in Sojoyner,
2013, p. 26). Enclosures aim to obscure the social visibility of black communities
through a range of strategies, including forced removal, benign neglect, abandonment,
and incapacitation (Sojoyner, 2013).
• Equity will pertain to the need to rectify the disparities within the educational system,
wherein students are expected to adhere to uniform standards and face severe
consequences if they fall short, leading to reduced educational opportunities for
numerous students of color (Darling-Hammond, 2007).
• Positionality refers to the manner in which individuals are situated within the nexus
of power dynamics and the intricacies of gender, race, class, sexuality, ethnicity,
culture, language, and various other social elements (Villaverde, 2008).
Organization of the Study
This dissertation will be organized into five chapters that outline a case study of an urban
Southern California school district implementing culturally relevant strategies. The first chapter
will give an overview of the problem of practice and spotlight the importance and
implementation of culturally relevant pedagogy in a school system. Chapter Two will review the
literature dealing with the meaning and importance of culturally relevant pedagogy and the
arguments in favor of it in schools. It will also include the importance of appropriate teacher
training and what it means for students of color in urban schools. Chapter Two will also review
the process of implementation for school districts. Chapter Three will explain the methodology
used for this research, including the participants and the description of the data to be collected.
Chapter Four will include the research findings and address the outcomes of the data collected.

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Finally, Chapter Five will conclude with a summary of research findings and possible
recommendations for school districts.

11
Chapter Two: Review of the Literature
Most discussions about the reasons why students of color do not do well in school and do
not do well in life tend to focus on a lack of motivation, intelligence, and parental involvement
(Gay, 2010) instead of addressing practical, culturally relevant classroom strategies that might
have an impact on these students’ engagement and achievement. Education Scholar, Gloria
Ladson-Billings developed the idea of culturally relevant pedagogy to meet the needs of students
of color in ways that differed from traditional schooling, where the backgrounds and experiences
of students of color were frequently excluded (Ladson-Billings, 1992; Ladson-Billings, 1995).
This chapter will first discuss culturally relevant pedagogy and its significance. It will then
explain why training teachers in schools and continuously building their capacity is essential.
Next, the chapter will address school leaders’ responsibility to provide accountable staff
development that meets the needs of teachers and students, including those of color. The chapter
will then examine culturally relevant learning strategies and implementation practices for
teachers. Additionally, obstacles educators might face while implementing these strategies and
practices will be surveyed. A discussion of any problems school districts might have in
implementing culturally responsive strategies will conclude the chapter.
Culturally Relevant Pedagogy in K-12 Education
Culturally responsive pedagogy CRP) is an educational methodology designed for
students of color who have been historically marginalized in the classroom and social settings at
their public schools. CRP strives to get those students engaged and motivated to learn.
Particularly, culturally relevant instruction considers students’ cultures, working those cultures
into the curriculum and connecting them to the community surrounding the school. Culturally
responsive education attempts to give children and teens more power by using relevant cultural

12
connections that help to teach academic and social skills and attitudes (Vavrus, 2008). This
approach in education invokes an understanding of the communication styles of students of
color.
Professor and author Geneva Gay (2018) explores a significant “ethical, emotional, and
intellectual connection” between instructors and students, saying that the best place for students
of color to learn would be somewhere that encourages them to work together. Gay emphasizes
the need for teachers to reflect on their positionality and biases to improve the opportunities for
students of color in their classrooms (2002). Both Gay and Kumar suggest that the motivation
and engagement of students in the classroom are impacted if teachers are aware of the cultural
setting and personal histories of the students in their classrooms (Gay, 2002, 2018; Kumar et al.,
2018). The goals of any classroom that can meet the needs of all students are academic
excellence and student engagement in learning. For students of color, academic achievement
heavily depends on the strength and validity of their culture within their academic environment.
Professor Leslie Shelton (2019) explores the idea of students lacking a sense of belonging due to
their marginalization, which often occurs in schools. This marginalization can easily transition
into the classroom, which causes a separation from the learning environment, imparting a sense
of belonging. In turn, students become more isolated from their education, further perpetuating
the educational gap.
A school environment that lacks inclusivity is counterintuitive to the environments in
which students of color often live. It is helpful for educators to understand culturally relevant
teaching strategies and get to know their students and school community so that they can take
responsibility for creating a welcoming environment for this underrepresented student group
(Shelton, 2019). Some students develop in social and cultural environments where the interests

13
of the group come before those of the individual and where people are encouraged to pool their
resources to address challenges (Quinzio-Zafran and Wilkins, 2020). There is a contradiction
between their upbringing and the atmosphere in which they are taught, prompting the student to
withdraw from the effort at learning. Educators must have this awareness at the forefront of their
teaching in urban schools. This demonstrates how important it is for teachers to bridge the
cultures of the home and school communities (Brown et al., 2019).
Culturally relevant teaching focuses on literacy for all students. Literacy helps students
read both the written word and, more importantly, helps them understand the world itself
(Ladson-Billings, 1992). This empowerment, in turn, contributes to the expansion of a nation’s
democracy and a citizenship that is more vested in collective success. It empowers students to
believe they can make a difference and impact their school community (Brown et al., 2019).
Following this empowerment, students can then affect change in their neighborhoods. Culturally
relevant teaching helps validate a student’s social and cultural existence, furthering the sense of
acceptance and ownership of their journey (Brown et al., 2019; Gay, 1980).
Educators have often attempted to fit culture into education rather than education into
culture (Ladson-Billings, 1995), making it difficult for many students of color to succeed in the
classroom and school setting. Culture is an important component of culturally relevant
instruction. It has dramatically impacted human behavior (Awad et al., 2016). Kumar et al.
(2018) define culture as the framework for human life, which consists of people working
together to use all the resources in their environment to get things done.
Culture plays an extensive role in how educational research is viewed, and, more
recently, it has played an important part in psychological research (Awad et al., 2016). It is a
component of all social groupings; it is learned, shared, and governed by political, legal, and

14
social institutions; it is also socially transmitted; it reveals both the external as well as the interior
character of an individual; and it is an abstract of people’s knowledge and ideas about themselves
and others (Kumar et al., 2018).
One can understand human behavior through the lens of culture. With the help of
strategies and methods used in culturally relevant teaching, students will feel like they belong in
the classroom. Student ownership over their learning will be more attainable. Students of color
will be more motivated and do better in school if they know their culture is an important part of
their academic education and are not disassociated from academic success. A perfect example of
this is the empowerment of students through the appreciation of their second language. There
needs to be more appreciation of how students express themselves and how that can impact a
classroom if a teacher validates students’ identities and incorporates them into the curriculum
(Gonzalez, 2014).
Putting culturally relevant pedagogy into practice will increase the academic
achievement, cultural competence, and critical consciousness of our students of color. In
addition, the curriculum should represent the tremendous range of the human experience so that
all children may recognize themselves in the tales they read and gain insight into the lives of
others, both past and present (Morrell, 2017). Creating these experiences will bring about the
successes that we want for our students.
Culturally responsive pedagogy can be referred to as a set of knowledge, practices, and
dispositions that centers the cultural traditions, experiences, and perspectives of students who are
already racially, ethnically, and linguistically diverse in order to provide learning opportunities
that are meaningful and transformative. We mean this when discussing a combination of
knowledge, practices, and dispositions (Gist et al., 2019).

15
The Importance of Culturally Relevant Pedagogy in Education
Culturally relevant pedagogy helps historically marginalized students reach their
educational potential. This methodology needs to be infused into an education system for several
reasons. One is to address the “cultural capital” that students of color bring when they enter a
school system (Dee and Penner, 2017). Dee and Penner (2017) also point to evidence suggesting
that schools and classroom procedures are often misaligned with the cultural backgrounds and
experiences of students who identify as members of a minority group outside of the classroom.
Suárez-Orozco et al. (2010) reference new immigrant students. Culturally relevant
pedagogy serves as a bridge between immigrant youth and their educational journey by
emphasizing the importance of cultural connection. By integrating students’ cultural backgrounds
into the curriculum, educators create a learning environment that resonates with the lived
experiences of newcomer immigrants. This approach fosters a sense of belonging and motivation
among students, empowering them to engage more deeply with their studies and educational
pursuits. Furthermore, personalized learning becomes possible through culturally relevant
pedagogy, as educators tailor instruction to meet the diverse needs and experiences of immigrant
students. Recognizing and leveraging their cultural assets and strengths allows educators to
provide more targeted and effective support, ultimately enhancing the educational experience for
these students (Suárez-Orozco et al., 2010).
In addition to fostering academic growth, culturally relevant pedagogy plays a crucial
role in building strong relationships between educators and immigrant youth. Understanding
students’ cultural backgrounds enables educators to establish rapport based on trust and mutual
respect. This connection creates a supportive environment where students feel valued and
understood, facilitating open communication and collaboration. As a result, immigrant students

16
are more likely to feel empowered to share their perspectives and engage actively in the learning
process. Ultimately, by validating students’ cultural identities and experiences, culturally relevant
pedagogy lays the foundation for academic success, empowering immigrant youth to thrive in
their educational journey and beyond (Suárez-Orozco et al., 2010).
Ladson-Billings (1995) says a culturally appropriate education is based on three criteria
or ideas. First, pupils must attain academic achievement. Second, students acquire or retain
cultural competency. Third, students to develop a critical mind if they wish to challenge the
status quo of the current social order. Collaboration among teachers and students is imperative
for all three components to work.
A shift in perspective is required on the part of the educators and the administration of a
school to handle the needs of students of color adequately. These educators learn to empathize
with their students rather than pity them so that together they may find practical solutions to
issues within the students’sphere of expertise (Ladson-Billings, 1992).
Culturally relevant pedagogy provides students with the tools necessary to transition from
passive users of information to active acquirers of meaningful knowledge. This skill will allow
students to view themselves as agents of social justice, positively impacting their communities
and, more importantly, empowering them to own what they have learned.
According to the findings of several studies, focusing on students’ values is more
important than other types of motivational constructs when asking students to explain why they
might choose certain professional routes in their adult lives (Kumar et al., 2018). This concept
translates into the classroom as part of a self-fulfilling prophecy. Students who feel that the
instructor is evaluating them based on their cultural backgrounds may not think they are capable
of doing the task at hand, and as a result, they behave as though they do not believe they are

17
capable (Dee and Penner, 2017). The behavior portrayed by students in these situations can
easily be mistaken for a lack of motivation and commitment to their learning.
The concept of the lack of motivation among students is explained as the reasoning
people approach or avoid a particular activity and, once engaged, whether they choose to put in
the effort and continue or just stop once they have started. Academics in the study of motivation
define achievement motivation as the main factor in determining the beginning and progression,
amplitude, persistence, and continuance of goal-directed academic conduct in students (Kumar et
al., 2018). Many educators still believe motivation is the main and sometimes only root cause of
students’ lack of academic achievement.
Another issue that Ladson-Billings (2006) brings up is a change in the narrative when
determining why the need to address the needs of students of color through culturally relevant
pedagogy. Ladson-Billings talks about the achievement gap becoming the “education debt” we
owe our students of color. This concept refers to the consistent gap in learning and access to
proper resources that exists between students of color and their White counterparts. Foregone
schooling resources that could have been primarily invested in low-income kids are what is
referred to as the “education debt.” This deficit leads to various social problems, such as crime,
low productivity, low wages, and low labor force participation, all of which require ongoing
public investment to combat (Ladson-Billings, 2006). This has caused a vicious cycle of
inequities in our communities, directly impacting student engagement and achievement.
Teachers’ perspectives and their own unconscious biases also have a significant impact
on student behavior and academic performance. There is still a significant disparity between the
number of White teachers versus the percentage of students of color in public schools. It is still
extremely possible that instructors have difficulty comprehending their students’ histories and

18
experiences and, even more significantly, the students’ cultures. Nonetheless, educators still
receive insufficient training, which negatively impacts the academic accomplishments of
students of color (Quinzio-Zafran and Wilkins, 2020).
Educational researcher David Quinn (2020) points out that continuing to view it as a
simple achievement gap between students of color and their White counterparts could perpetuate
discrimination and stereotypes. The impacts of exaggerated, stereotypical representation and
reliance on implicit stereotypes should encourage a careful rethinking of how educational
inequities are described in light of the need to move toward educational equity (Quinn, 2020).
Moving away from viewing inequity as only an achievement gap, Goldenberg (2014) further
outlines an opportunity gap creating this educational debt for our students.
The inequities and variances in educational opportunities for students of color are
widespread. One example of an educational element is a lack of school resources (Goldenberg,
2014). These resources are detrimental to meeting student needs. A focus also needs to be placed
on the need for structures that enable these inequities. Culturally relevant strategies will further
help the focus on these inequities.
Culturally Relevant Strategies
Academics continue to make a strong argument for the significance of using CRP as a
means to rethink teaching approaches in order to enhance the educational achievements of
children of color (Howard and Rodriguez-Minkoff, 2017) and increase student ownership of
learning. When students own their learning, they are also able to develop a sense of confidence
in themselves and an appreciation for their own positionality. Teachers who allow students to
explore and discover their best form of learning also allow students to bring their culture(s) and

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community into the classroom. By doing this, teachers let their students know that simply by
being themselves, they bring much value to the classroom. There is no need to code-switch.
The instructor is responsible for providing the students with the broader contexts that
define how and why they are taught in the manner in which they are. This is done so that the
students may model how to operate within the structures that are already in place while
maintaining their efficacy (Emdin, 2016). There is also a great appreciation for students’ own
culture and the value added by the teacher as a representative of the dominant culture, which
greatly benefits the motivation and confidence of students of color. Therefore, helping teachers
develop appropriate strategies to add to a culturally diverse classroom should be a high priority.
Brown et al. (2019) discusses the need for cognitive apprenticeship teaching, which
means that an educator establishes a problem, models it, coaches the students within it, and
scaffolds it as needed. This pedagogy addresses students who enter a classroom under-prepared
to utilize best-learning strategies. When addressing learning in a classroom full of students from
different backgrounds, different value systems, and previously learned forms of learning, the key
strategy becomes modeling ways to learn, ways to study, and ways to be a good student.
Teachers have to be committed to the empowerment of students and social justice. One of
the examples that Brown et al. (2019) use focuses on students attempting to learn mathematics.
The study showed that giving children the opportunity to utilize mathematics within the
framework of family interactions and experiences with community initiatives increased their
respect not just for their community but also for the subject of mathematics. When addressing the
lack of motivation or the lack of understanding regarding the purpose and importance of math
education, supplying appropriate connections between the community and the subject matter is
all the more important for students of color. Ultimately, school leaders need to acknowledge that

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students come to classrooms with some understanding of the world surrounding them and their
needs and that they have something to contribute (Douglas and Nganga, 2017).
A commitment to the empowerment of students through the use of culturally relevant
pedagogy can create a quandary for school leaders. This commitment will require a shift away
from the current demands of standards-based teaching in order to make content culturally
relevant (Brown et al., 2019). State tests and accountability policies are often designed in direct
contrast to the flexibility needed to infuse culturally responsive teaching into the classroom
(Achinstein and Ogawa, 2012). The issue educators face is that state testing and curriculum are
not yet fully inclusive of culturally relevant pedagogy. There is an internal struggle that our
teachers face as they strive to meet the needs of their students and their communities, which is
why they got into the teaching profession to begin with (Achinstein and Ogawa, 2012).
Collaboration, collective decision-making, and curriculum development are very
important when teachers generate ways to address the needs of their students (Hattie, 2015).
Training teachers in culturally relevant strategies yet recognizing that they bring many other
kinds of expertise to the table is important. Further study is needed on how to develop datadriven conversations from test results that teachers and students can reliably comprehend and
that teachers and administrators can use to determine their next instructional interventions
(Hattie, 2015).
Building Teacher Capacity
To effectively teach our diverse student populations, better investments must be made in
quality teachers who are trained and equipped with the necessary tools to promote student
success and combat educational reforms that place an emphasis on return on investment rather
than the education of students (Brown et al., 2019). Preparing teachers to teach really means

21
helping them develop a toolbox full of information, attitudes, mindsets, belief systems, and
abilities that will help them succeed in their careers (Milner IV, 2010). If they receive the
appropriate training, teachers can learn to establish continuity between how diverse students
learn and communicate and how the school approaches teaching and learning. This training helps
teachers bridge the gap between instructional delivery and the diverse learning styles of their
students (Quinzio-Zafran and Wilkins, 2020).
The literature continues to report that in spite of some White teacher candidates learning
to become strong teachers of racially and ethnically diverse students (Sleeter, 2017), resistance
coming from White educators along with fatigue from talking about and working with equity and
diversity. Additionally, even though some teachers have known about culturally relevant
pedagogy and some of its principles, they often do not directly correlate it with issues faced by
students in their classrooms. Teachers still predominantly point to issues outside of the home and
in the community as reasons students were unsuccessful (Sleeter, 2017).
Positionality is another important aspect of our social identity and one of which teachers
should be aware. How one is located via the interplay of power and the politics of gender, race,
class, sexuality, ethnicity, culture, language, and other social elements is what Villaverde (2008)
refers to as positionality. The idea that teachers can teach our students of color by acknowledging
their own race or previous cultural experiences is relatively new; nevertheless, it is crucial that
teachers do not see themselves as culture-less (or race-less) leaders. Personal experiences that
create positionality can make it difficult for many White teachers to comprehend the importance
of teaching from a culturally relevant position, as advocated by the research on effective teaching
of students of color (Picower, 2009).

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Educators, more specifically White educators, must be cognizant of the fact that their
positionality can include being part of the dominant culture in the society in which they live and
work (Goldenberg, 2014). They can represent this to their students even before building any type
of relationship with them. Working on building a connection with their students becomes all the
more important, but at the same time, it is the most challenging. There are barriers that need to be
broken and trust that needs to be developed. This understanding should begin in teacher training
programs because understanding this paradox early on in a teacher’s career allows them to better
shape and transform their ideologies in the classroom (Picower, 2009).
Along with understanding positionality, it is important for educators to understand
intersectionality as a part of one’s social identity. The term intersectionality refers to the
simultaneous interlocking, integrating, and intersecting of several forms of oppression inside the
same individual’s life. These forms of oppression include but are not limited to racism, sexism,
and classism (Carey et al., 2018).
It is necessary to acknowledge that racial identity cannot be divorced from any other
experience and that intersectionality is part of our social identity (Utt and Tochluk, 2020).
Intersectionality is a concept that is commonly found in non-school, non-educational settings but
can provide educators with a powerful practice tool for creating more inclusive, anti-oppressive,
and equitable learning communities in our classrooms (Carey et al., 2018). Educators are
responsible for recognizing intersectionality within themselves and their students to understand
better the approach they need to take in the classroom. This also should have an impact on the
delivery of lessons and the curriculum that is chosen in the classroom.
Teachers should also possess a constant awareness that biases and unintentional
demonstrations of racial privilege have a detrimental influence on communities; cause harm to

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students of color; and display poor modeling for White students (Utt and Tochluk, 2020). Utt and
Tochluk (2020) also argue that a focus on privilege (if addressed at all) fails to interrogate the
complex identities of all people and that simply acknowledging the existence of privilege is often
treated as an end in itself. Furthermore, they claim that acknowledging the existence of privilege
is often treated as if it were an end in itself (Utt and Tochluk, 2020), which it is not. There is still
a lack of understanding of how their racial identity truly affects their teaching practices and
cultural sensitivity toward their students.
A major policy issue in U.S. teacher education has always been the need for pre-service
teachers to learn the knowledge, skills, and attitudes they need to be able to teach and lead a
diverse group of students (Douglas and Nganga, 2017). Culturally relevant teaching strategies
will provide educators with the mentalities and the skills they need to confront systemic
oppressions reflected in the curriculum and their relationships with students (Carey et al., 2018).
To do this, teachers need to be responsible for ensuring their students are exposed to a continual
stream of alternative narratives. These narratives should center on the strength of people who are
attempting to resist institutional power structures that leave their communities even more
repressed (Carey et al., 2018).
One of the most important factors affecting a student’s ability to advance academically is
the presence of highly knowledgeable, inspired, and enthusiastic teachers and school leaders who
work closely with one another to maximize the impact of their teaching on all of the students
entrusted with their care (Hattie, 2015). The process of collaboration becomes the focus of most
of the work done by all stakeholders. For this reason, it is essential to include teachers not only in
the process of making decisions but also in the process of reflecting on and analyzing data
pertaining to their own students. Acknowledging their expertise and their experience is a key

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component of the process. By including teachers in this process of collaboration, there is a
guarantee that they will have more buy-in, which increases the likelihood that they will realize
the true impact that their work is having on student academic achievement. After appropriate
training, it is expected that educators would be more open to the fact that they play a more
significant part in the learning and motivation of students than previously thought.
Building teacher capacity begins in teacher preparation courses. Sobel et al. (2011) claim
that reforming how teachers are trained must include a thorough look at how culturally
responsive pedagogy is presented in all teacher education programs. However, at districts and
school sites, a strong focus should be bringing teachers together to build their teaching capacity,
regardless of how much college courses prepared a new teacher. According to Sobel et al. (2011),
up until 2005, almost 80% of teachers still reported feeling ill-prepared to meet their students’
needs behaviorally and academically. Teachers can learn to establish connections between the
learning and communication styles of diverse groups of students and the teaching and learning
approaches used by the school, provided that they receive the appropriate training. This training
is designed to assist teachers in effectively connecting instructional delivery with the diverse
learning styles of their students.
Researchers argue that to offset the well-documented success discrepancies that exist in
public schools, disadvantaged students should have more access to higher-quality teachers
(Goldhaber et al., 2015). Having higher quality teachers means having teachers who are devoted
to diversity, equality, and social justice and are trained in modifying their curriculum to include
the conceptual understanding required for success with K–12 children (Milner IV, 2010).
In order to continuously address diversity in our classrooms, Professor Sonia Nieto
(2000) proposes three ways to include equity in the education of teachers. First, teachers need to

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have a commitment to social justice. Second, teachers must make social justice a significant part
of their curriculum. Third, it is essential that the narrative must be altered so that it reflects the
fact that instructors are also lifelong learners and as a result, they should make such learning a
top priority to consistently examine and improve their own teaching (Nieto, 2000).
Implementation of Culturally Responsive Strategies
Culturally responsive instruction is an umbrella concept that incorporates a variety of
pedagogies, such as cultural relevance, cultural sensitivity, cultural congruence, and cultural
contextualization (Rhodes, 2017). Teachers who are able to create learning environments that are
culturally relevant are those who see their students’ cultures not as a barrier to their achievement
but as an advantage. Culturally responsive teaching is different from other types of teaching
because it focuses on validating, supporting, liberating, and empowering minority students by
developing their cultural identity, individual skills, and academic success (Rhodes, 2017).
Educators can actively incorporate student culture into the development and delivery of
lessons and provide students with opportunities to practice the critical thinking skills necessary
to examine how power systems in American society are established and sustained (Milner IV,
2011). It is also important to continuously evaluate these structures and ensure that the shift to
using culturally responsive teaching strategies is moving forward appropriately.
Milner IV (2011) contends that schools will witness an increase in the number of students
who feel empowered and who gain a greater appreciation for their own culture if culturally
relevant strategies are utilized. Students who have reached this level of confidence and
acceptance are able to better motivate themselves to succeed in both their academic and social
activities. According to Milner IV (2011), one of the main points that is emphasized is the fact
that with this empowerment and the incorporation of student culture in the classroom, a

26
classroom environment will be created that nurtures opportunities for students to be innovative
and that allows students to gain an understanding of the sociopolitical nature of society as well as
the ways in which it functions. Students are able to feel like they are a part of the learning
process and, perhaps more importantly, that they are seen.
Brown-Jeffy and Cooper (2011) also explore the idea of culturally relevant teaching in
schools. They look at many different studies and ideas about how teachers can make their lessons
more connected to the diverse backgrounds of their students. This is important because when
students see themselves and their cultures reflected in what they’re learning, they feel more
engaged and interested in school. Culturally relevant teaching is not just about celebrating
different cultures but also about understanding the power dynamics and inequalities that exist in
society. They explain that teachers need to be aware of these issues and work to create
classrooms where every student feels valued and respected. This means challenging stereotypes
and biases and promoting social justice and equity (Brown-Jeffy and Cooper, 2011).
Brown-Jeffy and Cooper (2011) propose a framework for culturally relevant teaching that
combines all these ideas. They suggest that teachers should focus on building relationships with
students, understanding their cultural backgrounds, and creating learning experiences that are
meaningful and relevant to their lives. This framework can help teachers create more inclusive
and supportive classrooms where all students can succeed.
In their proposed framework for culturally relevant teaching, Brown-Jeffy and Cooper
(2011) emphasize the importance of building strong relationships between teachers and students.
They suggest that by taking the time to get to know their students on a personal level, educators
can better understand their cultural backgrounds, experiences, and individual needs. This

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relational approach creates a supportive classroom environment where students feel valued,
respected, and understood, which is crucial for their academic and personal development.
Advocating for an understanding of the cultural context in which students live and learn
become highly important. Teachers are encouraged to acknowledge and incorporate diverse
cultural perspectives, practices, and histories into their curriculum. By doing so, they can make
learning experiences more meaningful and relevant to students’ lives, fostering a deeper
engagement with the material. This approach not only enhances academic achievement but also
promotes cultural pride, identity development, and a sense of belonging among students (BrownJeffy and Cooper, 2011).
Brown-Jeffy and Cooper’s (2011) framework stresses the idea that culturally relevant
pedagogy goes beyond surface-level celebrations of diversity. Not only is it important for
teachers to acknowledge their positionality within the structures of the educational system, it
requires a critical examination of power dynamics, social inequalities, and systemic injustices
that impact students’ lives. Educators are encouraged to challenge stereotypes, biases, and
discrimination in the classroom and advocate for social justice and equity. By incorporating these
principles into their teaching practices and most importantly their lessons, teachers can create
inclusive learning environments that empower students to succeed academically and thrive as
active participants in society (Brown-Jeffy and Cooper, 2011).
Change Theory
According to Michael Fullan (2006), the change theory framework is a comprehensive
model that helps individuals and organizations understand the change process. It involves
identifying the driving forces behind the change, creating a shared vision, developing strategies
to achieve it, and implementing them through collaboration and communication. Additionally,

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Fullan emphasizes the importance of ongoing evaluation and adjustment to ensure the change is
sustainable over time. This change process will be helpful in the implementation of culturally
relevant pedagogy within school districts looking to effect change.
Fullan’s philosophy recognizes that to effectively facilitate sustainable change, all
components of an organization must be aligned with a common goal, and all employees must be
involved in the process. This is a much-needed collaboration model that will help move a school
district forward as it changes its educational priorities. Fullan’s change theory outlines the core
elements of successful change initiatives and emphasizes the need for a comprehensive approach
to creating an environment where change can occur.
The cornerstone of Fullan’s change theory evolves around “collective capacity.” This is
the alignment of policy, resources, and incentives to enable collective work focused on a
common purpose. This ensures that all facets of an organization align to a common goal to make
sustained change possible.
For school districts looking to implement culturally relevant pedagogy into their systems,
it means building capacity among stakeholders is key. Fullan further recognizes the importance
of leadership when it comes to successful change. He believes that successful change requires
“transformational” leadership, where the leader engages with all staff to foster a positive, open
culture of change. Transformational leadership focuses on the importance of empowering staff to
take ownership of their organizational roles and fostering an environment of trust, collaboration,
and communication. It allows individuals the freedom to take risks and make mistakes. Fullan
maintains that this is essential for change to be successful and sustainable (Fullan, 2011).
Fullan’s (2006) change theory also emphasizes the need for “communities of practice.”
This refers to his support of Professional Learning Communities (PLC). His approach to

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effective PLCs focuses on learning with and from one another and on collective responsibility.
PLCs allow educators to collaborate, share knowledge, and improve student learning (Fullan,
2006). He believes that successful schools are built on relationships and that meaningful
relationships will develop when teachers share experiences and interact. Fullan emphasizes that
educators are more likely to stay on track when they share a vision of their work.
Fullan’s change theory also calls for an “adaptive cycle” to manage and respond to
change effectively and sustainably, which for the purposes of this study on the implementation of
culturally relevant practices, translates into an internal accountability structure. Fullan’s
philosophy emphasizes the importance of alignment, leadership, and capacity building to enable
successful change initiatives. In his change theory, Fullan (2006) offers a robust set of tools to
aid in creating an environment where change can occur and be protected by focusing on both the
individual and collective levels (Fullan, 2006).
Teachers and School Transformation
Agiande et al. (2015) argue that the conventional perception of teachers as the guardians
of knowledge is obsolete in the contemporary setting. In today’s world, the flow of information
and technology has drastically increased our access to knowledge. The teacher’s new role is
instead that of a facilitator of knowledge, exploring concepts alongside students rather than
dictating them. The understanding of the learning process has changed in our schools, with the
teacher no longer being the “custodian of knowledge.” Instead, learning is seen as a collaborative
process between the teacher and the student, where both parties contribute to knowledge
acquisition. This shift in perspective has led to more student-centered, culturally responsive
approaches to education, where students are encouraged to take an active role in their learning.

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This aligns with the change process needed for teachers to transition to include culturally
responsive teaching and learning strategies.
According to Anthony Muhammad (2017), a noted American educator, teachers and
school change go hand-in-hand. As a teacher, it is important for a teacher to lead the school
improvement effort in order to foster positive change. It is crucial for teachers to have a clear
understanding of how culture influences the success of both the school and its students. This
places a greater responsibility on leaders to create a transformative school culture.
Muhammad (2017) stresses the importance of teachers’ hands-on approach to school
improvement. He discusses how teachers must create a strong school culture emphasizing
respect, trust, and collaboration and invest in relationships with students and staff. He challenges
teachers to lead by example and to educate and motivate themselves and their students. If
teachers are to promote school change, they must, first and foremost, embrace and foster a school
culture in which all students are seen, and the needs of marginalized students of color are
addressed.
Ultimately, school transformation as a collaborative effort between administrators,
teachers, school personnel, and, most importantly, students. He believes the most effective
transformations occur when the school culture is reconstructed through continuous conversations
among all stakeholders in the school. Through meaningful dialogue, schools can recognize and
implement constructive changes that will result in better academic performance, improved
learning environments, and an overall better education for all students (Muhammad, 2017).
Organizational Change Process
Change management and the organizational change process in schools is a complicated
and multi-layered process often triggered by external mandates or perceived necessity. In their

31
study, Appelbaum et al. (2012) analyzed Professor John Kotter’s 1996 change model and
concluded that it continues to offer schools a valuable guide for implementing change initiatives.
This finding further reinforces Fullan’s change theory framework.
To start, school administrators should establish a sense of urgency by evaluating the
driving force behind the change. In order to effectively respond to external policies or pressures
and maintain competitiveness, it is crucial for the school to clearly identify the reasons why the
proposed change is necessary. It is important to communicate these reasons and the sense of
urgency to stakeholders, including teachers, students, and parents. This will help to create a
strong motivation for facilitating the necessary change (Appelbaum et al., 2012). To ensure the
successful implementation of the change initiative, school leaders should take measures to
empower employees to take ownership and devise innovative solutions through the change.
Kotter and Michael Fullan both focus on the need for a holistic approach to changing
educational systems. They both recognize that change must be sustained. It must consider the
complexities of a school system and that anything short of an entire restructuring of how a school
works will produce only superficial change (Kotter, 1996; and Fullan, 2006).
Kotter and Fullan share the belief that change must be driven by a sense of shared
purpose. They both emphasize the importance of leadership, developing a culture conducive to
learning, and involving all stakeholders in the process. They understand that change demands
resilience and courage, that it is an uncomfortable and lengthy process, and that only through
collective and collaborative action can progress in education be achieved.
Finally, Fullan and Hargreaves (2012) both recognize the intrinsic importance of teachers
in the change process. Teachers must be actively engaged in the planning and implementation
process if educational change is to be successful. They also believe that the collective capacity of

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teachers to support and collaborate must be meticulously nurtured if the change process is to
succeed.
Fullan and Hargreaves (2012) also believe that teachers must be placed at the center of
the change process for meaningful educational change. They posit that the quality of teaching
should be at the forefront of all educational processes and reforms. To reach this goal, they
advocate investing in the capacity of teachers through their concept of professional capital.
Professional capital refers to the expertise and knowledge that a teacher brings to their position
combined with external elements, such as technology, resources, support from administrators,
and effective school leadership.
Fullan and Hargreaves (2012) believe that creating an environment where teachers can
access and actively use professional capital is crucial to providing an effective and equitable
education. This includes encouraging collaborative approaches to teaching and learning through
professional development and innovation. They advocate for creating a school culture that
promotes professional growth and development. They argue that teachers should be at the core of
decision-making and leading reform. They believe this approach, which focuses on empowering
teachers, is necessary to make actual advancements in the quality of teaching.
Fullan and Hargreaves (2012) also promote meaningful collaboration between teachers
and administrators to affect change. They argue that administrators must provide tangible and
intangible resources for teachers to grow professionally. They suggest that administrators focus
on creating opportunities for teachers to learn from and with each other and facilitate sharing
ideas and strategies.
Ultimately, Fullan and Hargreaves (2012) emphasize the importance of teachers in
leading change. They emphasize that meaningful change requires schools to prioritize teachers

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and the quality of their instruction. Therefore, schools must invest in professional capital and
promote a culture of collaboration and learning to help students of color succeed.
School District Practices and Process for Implementation
Shared leadership in the district office is an essential concept in the literature review of
Effective Superintendents (2010). It emphasizes that effective leadership involves the
“interdependence of leaders at different levels of the district” (Effective Superintendents, 2010,
p. 24). This interdependence allows district personnel to collaborate, creating a strong shared
vision of district goals that would not be possible at a single leadership level.
When district personnel work collaboratively, they can establish a collective
understanding of the problem and develop practical strategies for addressing it. Collaboration
facilitates the “generation of solutions, resources, and strategies” (Effective Superintendents,
2010, p. 24). In addition, shared leadership supports the development of positive relationships
between district leaders and teachers, encouraging open communication throughout the district.
Collaborative environments, which came from the district office, place great emphasis on
the value of leveraging the collective knowledge and capabilities of educators within the district
(Effective Superintendents, 2010, p. 25). Supervisor-teacher connections are essential for
fostering shared leadership, as the teacher can provide valuable input on student learning and
district objectives. Furthermore, educators need to be given meaningful involvement in the
district’s decision-making process, with the superintendent and district cabinet members taking
the time to listen to their perspectives and input. A clear vision of shared leadership should be
institutionalized, with administrators, teachers, and boards of education adhering to the same
values and practices.

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Anderson and Young’s (2018) research article “If They Knew Then What We Know Now,
Why Haven’t Things Changed? An Examination of District Effectiveness Research” further
explores the concept of district effectiveness. Through both literature review and analysis of state
and federal “accountability” policies, Anderson and Young (2018) strive to answer three primary
questions:
1. What factors comprise a district’s level of effectiveness?
2. How do state and Federal policies affect district effectiveness?
3. What has been done to improve district effectiveness?
Moreover, Anderson and Young (2018) take a sustained look at the impact of State and
Federal “accountability” policies on district effectiveness. The authors identify several ways in
which “accountability” policies can influence district effectiveness, ranging from positive (e.g.,
incentives for reform, improved data collection, bolstered resources) to negative (e.g.,
teacher/student demoralization, broken trust between district and state). While acknowledging
both positive and negative implications, Anderson and Young (2018) conclude that optimizing
State and Federal “accountability” is essential in ensuring strong district effectiveness.
Anderson and Young (2018) summarize various efforts to improve district effectiveness.
Such efforts include “evidence-based practices, collaboration with other districts, investments in
people, data use and analysis, and a focus on equity” (Anderson and Young, 2018, p. 20). They
hope that, through a collective focus on district effectiveness, education leaders can progress
toward producing equitable and high-quality learning experiences for each student. The authors
provide an insightful analysis of the concept of district effectiveness. Malloy (2011) also writes
about elevating educational leaders. There is a need to enhance the ability of district leaders to
start and guide their own investigative processes, and promote environments that value and

35
acknowledge inquiry, rather than those that promote educators’ passivity. This involves a method
for gathering and analyzing data to assess the resources, activities, outputs, and outcomes of a
program (Malloy, 2011).
The school district is a critical institutional actor in educational reform, providing
instructional leadership, reorienting the organization, establishing policy coherence, and
maintaining an equity focus. Levin et al. (2012) examine how school district practices can be
successfully changed to improve student achievement. They focus their research on leadership,
organizational structure, and policy alignment.
The authors point out that while district-level leaders are essential in driving change, it is
also necessary for school-level leadership to be engaged and empowered to lead the efforts
within their schools effectively. If districts are to lead change, school-level leadership should
work with district-level leadership to ensure that goals and objectives are shared and understood
and that schools have the resources to implement the change (Levin et al., 2012).
Organizational structure is important in changing district practices. Levin et al. (2012)
explain that, without an effective organizational structure, each school may have different policy
objectives that do not carry from one school to another, causing harmonization issues and
limiting the district’s ability to drive change. To this end, Levin et al. (2012) suggest that districts
should set up structures that enable school-level personnel to have the freedom to act on their
own initiatives while also keeping schools aligned with district objectives. It is important to
stress policy alignment regarding district practice change. They explain that if district objectives
change, district-wide policy changes must occur to ensure that all goals and objectives across the
district are consistent. This ensures that district objectives are met in each school and across the
district, preventing implementation issues and chaos (Levin et al., 2012).

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Levin et al. (2012) suggest that effective district-level practice change requires a focused
effort on both district- and school-level leadership, an effective organizational structure, and
policy alignment across the entire district. As districts shift towards a more learner-centered
system, these suggestions become even more important to ensure the successful implementation
of strategies, objectives, and objectives. There is strong evidence that systematic, data-driven,
and collaborative efforts at district and school levels can substantially increase student
achievement, especially for students from traditionally underserved populations.
Collective School-Community Culture
Schools are community-based institutions where relationships among members are
critical to creating a successful environment for all those who work there. For a school to be
successful, school leaders must build an environment of positive culture, which includes schoolcommunity relationships. Fraise and Brooks (2015) examine the need for culturally relevant
leadership to create a school-community culture that supports diverse student needs. In their
article, “Toward a Theory of Culturally Relevant Leadership for School-Community Culture,”
Fraise and Brooks (2015) argue that school leaders must actively foster a sense of collective
responsibility for the entire student body to build a school-community culture. For example, if
most students are from a particular racial or ethnic background, the leaders should provide
cultural education dedicated to understanding that group. Through this programming, leaders can
create a safe space and show appreciation for a diverse student body. Moreover, it is important to
recognize and capitalize on the strengths and talents of every student in the school.
In addition to understanding the context of a school-community culture, it is also
important for school leaders to engage with the community outside of the school. This can be
done through various means, such as workshops or forums for parents or community members

37
and organizing opportunities for student volunteerism. These opportunities show the importance
of collective responsibility and help foster a sense of belonging in the school environment,
ultimately fostering a better learning environment for all (Fraise and Brooks, 2015).
The theory of culturally relevant leadership, developed by Fraise and Brooks, equips
school leaders with effective tools and techniques to ensure a positive school-community
experience for all students, regardless of their backgrounds (2015). School leaders must
understand the school’s context and engage with the community to create a safe, valued, and
successful student environment. Through this, school leaders can create a collective sense of
responsibility to help students feel a sense of belonging and ultimately improve their educational
experience.
In their article, Henriksen and Aas (2021) offer strategies to help administrators and
principals understand systems thinking and develop better systems within their schools to
implement change. In today’s schools, the need for strong systems thinking based on
collaboration is proving more important than ever. The article examines the need for a “critical
friendship” between the district and principals to create positive change within the school setting.
System thinking is a term used to describe the collaborative effort needed to ensure that all
stakeholders in the school are supported. When leveraged with a critical partnership, this
collaboration, trust building, and problem-solving process can help inform decisions to enhance
learning and development.
There is also a need for team building and collective reflection for these practices to
succeed. With team building comes the need for everyone to be heard, encouraging open
communication and sharing individual perspectives. With reflection, each person involved in the
dialogue can identify their assumptions and analyze different scenarios. This helps move the

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conversation toward a cooperative conclusion, which benefits all parties involved (Henriksen and
Aas, 2021).
Henriksen and Aas (2021) offer an approach to systems thinking and the need for a
critical friendship dialogue or collaboration. This type of learning must be engaged at all levels
of an organization in order for it to be successful. It is up to the organization’s leader to ensure
that everyone involved in the dialogue has the same opportunity to be heard and that the
discussions are focused on achieving the desired outcome. Additionally, system thinking requires
time and collective reflection, ensuring everyone’s perspectives and assumptions are considered
and respected. With successful systems thinking, teachers will be better equipped to create
learning and development enhancements within their schools.
Accountability Among Stakeholders
R.F. Elmore’s (2005) work on accountable leadership has also been well-researched and
documented in the educational forum. His article on “Accountable Leadership” briefly overviews
accountable leadership and its implications for effective school management. His work
encourages us to consider developing and maintaining accountable leadership within school
organizations. He notes that accountability is necessary for schools to achieve their mission and
goals. Similarly, to Anderson and Young (2018), Elmore sees accountability as a developmental
process that is not achieved overnight. It is an ongoing effort and requires strong leadership and
commitment to its implementation (Elmore, 2005).
In addition, Elmore (2005) argues that schools need to develop internal accountability.
Internal accountability in a school means that everyone, from teachers to administrators, should
be held accountable for the quality of their work. As internal accountability develops, schools
become more effective as organizations rather than as groups of individuals. This leads to

39
increased efficiency and effectiveness of all the different parts of the school organization,
especially as they begin and sustain change. His suggestions provide school leaders with
valuable strategies for developing a culture of accountability that can help ensure that all staff are
held accountable for their work and the results. Additionally, it can help schools to improve their
overall effectiveness as organizations.
Change theory and how it influences the process of change is important for understanding
how people and organizations interact with the world, making it essential for researchers and
practitioners to develop an understanding of these concepts. Reinholz and Andrews (2020)
explore the value of planned activities likely to lead to desired outcomes and how change theory
can empower organizations to make positive changes.
Reinholz and Andrews (2020) discuss change as it relates to theory and strategies that can
help understand how to implement successful change. First, change theory provides valuable
guidance in understanding the cause-and-effect relationship influencing change. Change theory
suggests an interconnectedness between an organization’s different components, making the
change process easier to understand by creating an overall picture. Change theory allows
practitioners to observe how changes in one area of the organization will lead to changes in
others. Additionally, the authors emphasize the value of planned activities during change, as
these allow practitioners to structure efforts to reach desired outcomes. Planned activities provide
greater control over change and can lead to higher success rates (Reinholz and Andrews, 2020)
An organization’s environment and resources determine the concept of how change
occurs. In particular, Reinholz and Andrews (2020) discuss the importance of understanding both
the input factors that determine how changes in strategy interact and the output factors that
determine change success. This allows educators to establish different approaches to strategies to

40
achieve the desired change. Additionally, the authors emphasize the role of time in change
theories and how it is necessary to put the right resources and strategies into place before an
expected change can occur. This process becomes highly important when considering the
changes, a district has to employ to implement culturally relevant strategies.
Teacher Preparation and Training
Understanding the need for culturally responsive teaching is essential. A classroom
setting with culturally diverse students is becoming increasingly common, and teachers must
prepare to create a learning environment that will promote success for all students. Gay (2002)
discusses the importance of preparing for culturally responsive teaching.
At the forefront of Gay’s argument is the concept of teacher preparation. Gay (2002)
argues that teachers must make an effort to be prepared to effectively meet their diverse learners’
needs. Teachers should understand that cultural diversity can be implemented in all subject areas
and curricular activities within a school setting. Additionally, they should be knowledgeable of
the various cultural backgrounds represented in the classroom and be alert for any signs of
culturally insensitive behavior or comments. As Gay (2002) states, “The teacher’s awareness of
racial, cultural, ethnic, and class differences will shape the ways in which character,
relationships, and activities are presented” (p. 107).
To create a learning environment that is both culturally and socially supportive of all
students, Gay (2002) recommends the implementation of culturally specific teaching strategies.
These strategies include incorporating diverse literature, exploring the history and contributions
of different cultures, and engaging in cultural comparison activities and discussions. In addition,
teachers can foster an understanding of diversity by incorporating student self-reflection projects
into the lesson plan. Gay (2002) also mentions the importance of teaching students the concept of

41
code-switching, which refers to the ability to switch from speaking or writing in one language to
another based on the context of the conversation. This, in turn, allows students to be more aware
of the various forms of communication used in different cultural or language contexts in the
hopes that this helps them understand the different contexts of the material being taught.
In the end, Gay (2002) proposes that, although there is no single way to approach
teaching a culturally diverse classroom, having a general recognition of cultural differences is
critical (p. 107). She emphasizes the indispensability of understanding cultural needs to create an
inclusive learning environment where each student is celebrated and accepted for his or her
differences. To this end, Gay (2002) reassures teachers that, although it may take effort and
dedication, becoming a culturally responsive educator is well worth the time and effort.
Gay (2002) provides an in-depth discussion on how teachers can become culturally
responsive, facilitating an environment where all students feel respected and accepted. She
emphasizes the necessity of being well-prepared for effective teaching. Gay’s article reminds
educators of the value of culturally responsive teaching and the importance of investing time and
effort into learning more about various cultures to create a classroom where all students can
reach their full potential.
In preparing teachers for culturally responsive teaching, a look at how this framework is
implemented becomes essential. Diaz et al. (2019) examine how this process should take shape.
Culturally responsive teaching (CRT) is an approach to teaching that aims to create an inclusive
learning environment where all students feel valued and respected. It recognizes and honors the
rich diversity of students’ backgrounds, including their language, culture, race, ethnicity, gender,
sexual orientation, ability, and socio-economic status. CRT is founded on understanding different
students’ backgrounds is critical to academic success in a multicultural society (Gay, 2002).

42
Diaz et al. (2019) provide a framework for implementing CRT. They note that the
traditional one-size-fits-all education model is no longer appropriate and that educators must
create learning environments where diverse students can access the material presented. They
begin by discussing the importance of a comprehensive curriculum considering different learning
styles, cultural competencies, and respect for diversity. They emphasize that students must be
empowered to learn the material, be critical thinkers and problem solvers, and be allowed to
express their thoughts, feelings, and beliefs in a safe and accepting environment.
The authors provide foundational information for teachers that can be used to develop a
culturally responsive classroom and provide five key components of teaching for diverse
audiences: Concrete engagement, reflective questioning, communicative engagement, strategic
engagement, and dialogic engagement. The authors also provide a guide for teachers to develop
materials and strategies that they can use to reach all students in a culturally responsive manner
effectively (Diaz et al., 2019).
Diaz et al. (2019) discuss the importance of assessing students to determine whether they
are progressing academically and developing the necessary skills for successful learning. They
describe how acknowledging each student’s cultural differences can help teachers provide
individualized instruction and accommodations. Additionally, they state that educators must also
be aware of their own biases and actively work against them to foster an environment of mutual
respect and collaboration within their classrooms. Educators can use this framework to create
learning environments that foster inclusion, respect, and mutual understanding. The authors urge
educators to create a more culturally responsive classroom where students feel safe, accepted,
and supported. These classrooms are essential for facilitating meaningful learning experiences
and providing an equitable education to all students (Diaz et al., 2019).

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Geneva Gay (2010) takes this argument further by honing in on the needs of individual
students. She argues that developing a culturally responsive teaching praxis contextualizes and
personalizes our teaching style. Gay (2010) also mentions the notion of “at-risk” students. She
states that “at-risk” should not be considered a blanket term for particular cultural groups.
Instead, Gay believes it is important to contextualize this term to the individual contextual
circumstances of the students. To illustrate this point, Gay describes the successes she observed
when she adapted his lessons to match the individual needs of his students. Gay also affects her
teaching framework: making adjustments to give grace to a student when they make a mistake,
using a student’s native language when appropriate, and making it possible for students to
complete tasks in a way that reflects their needs best.
Gay and Kirkland (2003) propose that educators should understand how to develop an
“anti-racist agenda” to improve outcomes among students of color. This approach starts with
self-reflection, to be aware of the teacher’s biases and preconceptions. “Preservice teachers who
have achieved a critical consciousness of cultural matters have begun to think in a way that is
questioning and creative” (Gay and Kirkland, 2003, p. 184).
Critical consciousness involves understanding the interactions between personal and
institutional power and requires being aware of how privileges, assumptions, identities, and
behavior affect the preferences and outcomes of students. When a teacher is aware of the impact
of these issues, they can pilot meaningful instruction focused on their students’ needs, regardless
of their cultural backgrounds (Gay and Kirkland, 2003). Gay and Kirkland (2003) observe that
cultural awareness alone is insufficient. Teachers should develop a critical attitude towards
challenging inequalities and strategies when teaching, enabling teachers to tap into the potential
of each student through culturally relevant instruction.

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Anticipated Obstacles to the Process of Implementation Practices
Culturally responsive teaching is a term often used to refer to tailoring learning
experiences to the diverse needs of each student. However, as noted by Geneva Gay (2002),
several obstacles must be overcome to implement culturally responsive teaching. First, there
needs to be more cultural knowledge among many teachers. The cultural conditioning of many
teachers to teach in a way that ignores their students’ cultural backgrounds can harm students’
engagement in the classroom and their capacity to learn. Secondly, Gay (2002) points out that
teachers often lack critical knowledge of their subject matter and cannot integrate other cultural
frames of reference into the curriculum. This creates a disconnect between the material taught
and the student’s cultural background, leading to confusion and disengagement.
Thirdly, Gay (2002) notes that many teachers lack the skills to effectively communicate
with and mentor culturally diverse students. This can lead to ineffective teaching practices,
which can cause students to feel alienated and frustrated. Additionally, teachers often lack the
experience of working in intercultural contexts, leading to an inability to create meaningful
connections between their teaching content and the student’s cultural background.
Finally, Gay (2002) observes that there is often a lack of structural support in many
educational settings, making it challenging to create effective, culturally responsive teaching
environments. The lack of resources can lead to a lack of funding for teaching materials and
professional development opportunities, which can further inhibit the ability of teachers to meet
the needs of all students in the classroom.
To effectively create culturally responsive learning environments, Gay (2002) stresses the
importance of addressing the existing obstacles of the traditional educational system. Addressing
the existing obstacles includes hiring more culturally competent teachers, implementing more

45
intercultural communication strategies in the classroom, and providing teachers with more
structural and material support to ensure that each student’s cultural background is considered.
Addressing these issues makes it possible to create more culturally responsive learning
environments that can promote greater student engagement and learning outcomes.
According to Quinzio-Zafran and Wilkins (2020), challenges to culturally responsive
teaching also arise from the cultural and educational contexts in which teaching is undertaken.
One of the primary challenges of culturally responsive teaching is building an effective and
positive relationship between teacher and student. When teaching students from various cultural
backgrounds, it is crucial to recognize the impact of race, ethnicity, language, and other cultural
factors and ensure these factors are considered when building relationships. Educators can create
an effective learning environment that celebrates diversity and encourages inclusion by creating
an environment of mutual respect and understanding (Quinzio-Zafran and Wilkins, 2020).
A second challenge associated with culturally responsive teaching is to make sure
materials are tailored to the needs of a diverse range of students. Quinzio-Zafran and Wilkins
(2020) state that our language, instruction, assessment, and materials must reflect diversity rather
than conformity. Educators should be aware of their student’s specific needs and the different
forms of expression they use. Educators need to make sure that they provide appropriate
materials which are designed to be inclusive, as well as to ensure that there is a range of
perspectives and experiences represented in the materials.
Another challenge associated with culturally responsive teaching is ensuring all students
can access the learning environment, which involves ensuring that all learning supports are
available and providing the necessary resources for language minority learners. Educators should

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also create various activities to foster cross-cultural understanding and dialogue (Quinzio-Zafran
and Wilkins, 2020).
The final challenge, identified by Quinzio-Zafran and Wilkins (2020), is to ensure that
assessment practices are culturally responsive and fair. Including these assessment practices
means considering all students’ learning and assessment needs and providing an environment
that facilitates meaningful learning. It is essential to remember that there should be no bias in
assessment practices; assessment should be used to identify strengths and areas for improvement.
In order to overcome the challenges posed by culturally responsive teaching, it is
important to be aware of the impact of culture on learning and provide resources and materials
that allow all students to access the curriculum. Educators should also build positive and
effective relationships with their students and create an environment of understanding and
mutual respect. Finally, educators should ensure that assessment practices are fair and that all
students have an equal opportunity to demonstrate their abilities and skills. By following these
strategies, educators can ensure that they provide a culturally responsive learning environment
that can benefit all students (Quinzio-Zafran and Wilkins, 2020).
“Good Teaching? An Examination of culturally relevant pedagogy (CRP) as an Equity
Practice” is an article by Schmeichel (2012) that examines the effects of using culturally relevant
pedagogy to close the achievement gap among all students. The article explores the importance
of considering cultural differences among students when designing and implementing
educational strategies and outcomes. Schmeichel (2012) acknowledges that while the
genealogical approach to understanding the differences between different groups can help
understand the importance of culturally relevant teaching, it could also risk reinscribing
differences as the main factor for making decisions regarding best practices for teaching.

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Schmeichel (2012) also points out the dangers of inadequate training, which can lead to
teachers stereotyping their students and hindering their students’ ability to learn due to negative
perceptions. He asserts that an effective CRP must begin with teachers recognizing and
understanding the social inequities and their causes. This knowledge gives teachers the crucial
tools to approach their culturally diverse students respectfully and clearly, considering their
values, customs, traditions, and backgrounds (Schmeichel, 2012).
Schmeichel’s article points to the need to implement best practices for culturally relevant
pedagogy designed to create an environment of voluntary participation for the students. Building
connections between students’ native cultures and the course content can provide a strong and
essential foundation for learning, which can significantly benefit the educational goals of all
students. He does assert that cultivating connections between students’ cultures and learning
materials is critical for success, as students are more likely to pay attention and become invested
in the course when it speaks to their own experiences (Schmeichel, 2012).
Schmeichel (2012) argues that teacher training should include strategies that allow
teachers to understand and examine the cultural values of their students. A more equitable
learning environment will result from providing teachers with the tools to analyze cultural
differences between students systematically. To ensure that all students feel at home in their
learning environment, this can be achieved by incorporating pertinent literature into the
curriculum and teaching methods, including trips to various cultural centers and organizations.
Another important factor that should be considered when designing culturally relevant
pedagogy is the system of power and privilege present in society today. The theories of privilege
and power should be used to highlight the lives of all students, including those from
underprivileged backgrounds, and to explain how power dynamics can work to perpetuate racial

48
and economic inequality. Schmeichel (2012) suggests that teachers must consider the unequal
power structures and privileges in the classroom and use them to level the playing field among
all students. Through thoughtful training, teachers can embrace the differences between their
students and work together to level the playing field, providing all students with an equal chance
for success.
Multiculturalism refers to the coexistence of different cultural identities in a given
society. Multiculturalism and culturally relevant pedagogy are similar in that they suggest that
people respect and value diverse cultures. They both emphasize creating a supportive learning
environment that accepts multicultural backgrounds, languages, and life experiences. According
to Michael R. Olneck (2000), multicultural education can transform cultural capital, which can
be defined as the advantages acquired through the ownership of specific cultural values, assets,
and forms of knowledge. Olneck (2000) suggests that cultural capital often perpetuates existing
social hierarchies in education, as those from privileged backgrounds are more likely to possess
more valuable forms of knowledge.
Olneck, (2000) also suggests that the ability of multicultural education to reframe what
counts as valuable cultural capital must also be seen in terms of a process of “erasure” and
“enfranchisement,” meaning that certain forms of knowledge must be challenged and suppressed
in order for others to be added. This idea has implications for the overall validity of multicultural
education, suggesting that although it can provide more opportunities for traditionally
marginalized groups, it can also erode certain forms of knowledge and values of the community
we are serving.
Overall, multicultural education has the potential to transform what counts as valuable
cultural capital and to reduce educational inequality. However, it is important to note that this

49
transformation is an ongoing process that must be implemented and monitored carefully to
ensure that the benefits outweigh the potential drawbacks.
Olneck (2000) also argues that CRT’s implementation poses certain challenges. These
include the difficulty of attempting to incorporate new practices and concepts into the education
system, which is often resistant to change; having limited resources in addressing the social,
political, and economic inequalities faced by many culturally diverse students; providing
teachers with sufficient resources and training in order to properly implement culturally
responsive instruction; and meeting the challenge of creating inclusive classrooms that address
the needs of all students (Olneck, 2000).
Implementing CRT can be difficult because it involves a shift in the education paradigm,
which entails moving away from teacher-centered instruction to student-centered instruction
tailored to the student’s culture, interests, and learning styles. A shift in the educational paradigm
requires teachers to look at students not simply as empty vessels to be filled but as individuals
who bring a variety of backgrounds and perspectives into the classroom. It is, therefore,
important for teachers to develop an awareness and understanding of the cultural and learning
needs of the students they teach (Olneck, 2000).
For CRT to be effective, teachers must have adequate resources and training to support its
implementation. Teachers must possess knowledge of the cultures of the students they teach,
embrace diversity, and understand the complexities of racism and how it affects students.
Another important resource is providing teachers with professional development or outside
support to help them effectively teach their students.
According to Olneck (2000), addressing the challenges of CRT is an ongoing process of
reflection and change. It requires an ongoing commitment from teachers and students to

50
implement new teaching practices and create inclusive classrooms that reflect diversity. In order
to create culturally responsive classrooms, teachers must be willing to learn and understand the
culture of their students and be consistent in their efforts to create a safe, equitable learning
environment for all. Additionally, students must be offered support and resources to succeed,
including access to quality education and appropriate learning materials.
Summary of the Literature
Culturally relevant pedagogy is a teaching methodology that centers on students of color,
historically marginalized at school and socially left out of their public schools (Ladson-Billings,
1995). It focuses on getting them more engaged and motivated to learn. This approach in
education invokes an understanding of the communication styles of students of color. It
emphasizes the need for teachers to reflect on their positionality and biases to create an inclusive
environment (Fraise and Brooks, 2015). The classroom goals should be academic excellence and
student engagement in their learning (Hattie, 2015). With the help of strategies and methods used
in culturally relevant teaching, students will feel like they belong in the classroom and be more
motivated and empowered to own their learning.
Teacher perspectives and their own unconscious biases also have a significant impact on
student behavior and academic performance (Picower, 2009). The commitment to the
empowerment of students also brings a quandary for teachers and educators (Brown et al., 2019).
Collaboration is critical among teachers when it comes to collective decision-making and the
development of a curriculum that can address the needs of their students (Hattie, 2015). There
needs to be more appreciation of how students express themselves and how that can impact a
classroom if a teacher validates their identity and incorporates it into the curriculum. Putting

51
culturally relevant pedagogy into practice will increase the academic achievement, cultural
competence, and critical consciousness of our students of color.
Implementing culturally responsive strategies requires teachers to actively incorporate
student culture into the development and delivery of lessons and provide students with
opportunities to practice the critical thinking skills necessary to examine how power systems in
American society are established and sustained (Rhodes, 2017). Through these strategies,
teachers can create an environment that validates, supports, liberates, and empowers minority
students by developing their cultural identity, individual skills, and academic success. These
strategies will help foster student empowerment and appreciation for their culture and allow
them to understand society’s sociopolitical nature and how it operates (Wlodkowski and
Ginsberg, 1995).
Michael Fullan’s (2006) change theory provides a comprehensive approach to
organizational change. His theory focuses on collective capacity, transformational leadership,
Professional Learning Communities, and the adaptive cycle. These core elements help
organizations create a shared vision, develop strategies, implement change, and evaluate
progress. Fullan’s (2006) change theory is an essential framework for understanding and
facilitating effective and sustainable organizational change.
Change management and the organizational change process in schools is a complex and
multi-layered process often triggered by external mandates or perceived necessity. Kotter’s 1996
change model provides schools with the necessary roadmap to facilitate change initiatives
(Appelbaum et al., 2012). To ensure the successful implementation of the change initiative,
school leaders should take measures to empower employees to take ownership and devise
innovative solutions through the change.

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Kotter and Michael Fullan both focus on the need for a holistic approach to changing
educational systems. They both recognize that change must be sustained, driven by a sense of
shared purpose, and that the change process must consider various factors such as resources,
relationships, and culture. They both understand that change demands resilience and courage and
that only through collective and collaborative action can progress in education be achieved.
It is crucial to consider the context of the school environment and develop relationships
with school and community members to understand better student needs to foster a collaborative
and positive culture in schools. Fraise and Brooks (2015) suggest that school leaders must be
culturally relevant, understanding the unique qualities of their school-community culture and
tailoring their leadership approach accordingly. Elmore (2005) and Anderson and Young (2018)
also emphasize accountability in district leadership, as it is necessary for schools to achieve their
mission and goals. Levin et al. (2012) further suggest that districts should set up an
organizational structure that enables school-level personnel to have the freedom to act on their
own initiatives while also keeping schools aligned with district objectives. These elements are
necessary for successful district practice change, ensuring that strategies, objectives, and
objectives are consistently shared throughout the district.
Culturally responsive teaching is a crucial aspect of any educational environment. It
requires educators, both administrators and teachers, to be aware of their own biases and cultural
backgrounds, as well as their students’ cultural backgrounds. Educators must build positive
relationships with their students and provide an environment that celebrates diversity and fosters
inclusion. Additionally, educators should use culturally relevant materials in their instruction and
assessment practices and evaluate the effectiveness of their culturally responsive teaching

53
practices. Educators can create a stimulating and culturally responsive learning environment for
all students by incorporating these protocols and strategies.

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Chapter Three: Methodology
Methodology is an important part of culturally relevant pedagogy because it gives
teachers a structured way to teach that takes into account their students’ different backgrounds
and experiences. By using a thoughtful method, teachers can make sure that the ways they teach
and the materials they use reflect the cultural identities and points of view of their students. This
not only promotes equality and fairness in the classroom, but it also makes students more
interested, motivated, and successful in school as a whole. In this chapter, I will describe the
issue, lay out the specifics of my study’s design, and discuss how I will select the most
appropriate study participants. Using qualitative data, a thorough analysis will take place to get
to the results and findings of the study.
Statement of the Problem
Culturally relevant pedagogy is necessary for an educator to appropriately acknowledge
students of color’s experiences within the classroom and use those experiences to validate their
worth. There are significant inequities that continue to plague our school system. The data still
shows that our students of color trail behind in reading and math by more than 20 points behind
their White peers when looking at data from 2005 and then again in 2019.
Teachers must be equipped to face these challenges as they develop culturally relevant
strategies to deliver their lessons and create robust learning environments. Teachers trained in
culturally relevant strategies will be able to recognize the needs of their students and create more
inclusive communities within their classrooms (Gay, 2002) A school district’s responsibility is to
create a staff development plan that includes learning about culturally responsive teaching
strategies and their impact in the classroom and closing the consistent learning gap between
students of color and their White counterparts.

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Purpose of the Study
This study aims to understand how a culturally responsive community is most beneficial
and effective for all students, especially marginalized students of color. The objective of this
study is to demonstrate how districts incorporate culturally relevant pedagogy into their schools.
This will be achieved by examining the change framework and its ability to show the process and
its effects. The implementation process is necessary to understand because it is what other
districts should be emulating to improve the academic outcome of their students of color.
Creating an inclusive environment is a priority and should be explored and replicated.
Research Questions
The research questions formulated will serve as guiding principles for the direction of
this study.
1. How did the district and site administrators plan to implement culturally relevant
pedagogy for their teaching staff?
2. What professional learning activities did the district/site provide for teachers to learn
about CRP and the best practices for implementation?
3. What were the obstacles district and site personnel encountered throughout the
implementation process, and how were they addressed?
Sample and Population
Non-probability sampling will be used for this qualitative case study. The sampling
population is an urban, public, unified district in Southern California with a predominantly
Hispanic or Latino student demographic. As of the 2020–2021 school year, 94% of the student
population was Hispanic or Latino. The next largest demographic was African-American
students, at 4.7%. The student population in this school district is also 96% on free-reduced

56
lunch. This urban school district began its change process and implementation of culturally
relevant pedagogy in 2010. The study will explore the trajectory of the staff and the impact of
their training throughout the last 13 years.
Case study interviews will include district administrators directly responsible for
developing the workshops teachers attend to be trained in culturally relevant strategies. Also
interviewed will be school-site administrators, who can provide insight into the follow-through
process at the school sites. These one-to-one interviews will be conducted either by Zoom or in
person. A specific group of five to ten teachers from at least one school site will be selected for
the sampling interviews and data gathering. These interviews will be organized in a small group
setting of two to three teachers at a time. Interviews following the interview protocol will be
administered either by Zoom or conducted in person, depending on current district COVID
protocols or the accessibility of each participant.
Design Summary
Conducting a qualitative study using a case study model will be beneficial because it will
allow the data to show a detailed review of the creation and implementation of culturally relevant
strategies across a school district as described by the personnel who have been part of the
process. This research is studied through the change theory framework to maintain the focus on
instructional practices and enact change in the classroom. Exploring the need for capacity
building and understanding the need to be lifelong learners among educators is the end goal
(Fullan, 2006). The motivation for this study is to question school districts about the process they
took to fully implement a structured plan around culturally relevant pedagogy.
A qualitative methodological approach using a case study is appropriate for this type of
examination because it will reveal effective ways for teachers to be trained in culturally relevant

57
pedagogy and be prepared to implement that pedagogy with fidelity. This will be an empirical
study of teachers’ culturally relevant pedagogy training methods the school district provides. The
unit of analysis, in this case study, would be the specific school district chosen for the study as a
representation of the training teachers received in new pedagogy (Merriam and Tisdell, 2016).
The choice to conduct this study using a school district that has already implemented
culturally relevant teaching strategies is based on the current lack of schools and districts that
have implemented it, even though research suggests this is beneficial for all urban schools.
Choosing to study this urban school district is appropriate because it is widely regarded as being
very successful in implementing and sustaining culturally responsive teaching and learning.
Instrumentation and Protocols
The qualitative data will be compiled from interviews following a protocol of 11
questions for district and site administrators and nine questions for teachers. The purpose of
interviewing teachers and administrators in the district is to gather different perspectives for the
study of teacher preparedness and training in relation to culturally relevant pedagogy. The
interview protocol will include questions that correspond to the research on the change process
and on the importance and impact of culturally relevant pedagogy on student academic
outcomes.
The interviews will be held either on Zoom or in person. The transcripts will be
downloaded and used if the interviews are on Zoom. If the interviews are held in person, they
will be recorded with prior consent from the participants, and the recording will be transcribed.
Observation shorthand and low interference note-taking will also be used to fully gather needed
information and data.

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After careful consideration, it was concluded that conducting interviews would be a more
suitable approach compared to relying solely on quantitative survey data. This decision was
made due to the understanding that interviews provide a unique opportunity for teachers to
express their perspectives in a more nuanced and comprehensive manner, which may not be fully
captured through the use of definitive survey questions. To assess the effectiveness of the
qualitative interview questions in obtaining the required data, I conducted field tests with current
teachers and two different administrators. At that point, it was determined that the questions were
suitable for gathering the necessary data for this study.
Data Collection
The first interviews will be conducted with district personnel involved in creating the
staff development plans for culturally relevant pedagogy training and with district personnel who
create specific content for the teacher training workshops. It is essential to start here to
understand the process of building capacity and full implementation. The questions asked of
district personnel focus on the acknowledged importance of culturally relevant pedagogy and the
possible obstacles that may be encountered as the implementation process takes place. It will
also be essential to ask how these obstacles were overcome. The interviews with the site or
district administrators are planned to be held individually to understand their specific roles in this
process and to better understand their perspectives and decision-making as they plan or continue
to plan training and workshops for the teachers.
The interviews of the teachers will be in a focus-group setting, which will facilitate
discussion and maintain a safe space where they can share more information on the process and
how prepared they felt to implement culturally relevant strategies after they were trained.
Merriam and Tisdell (2016) suggest that gathering good data involves asking open-ended

59
questions that can help enhance the conversation. Creating this safe space for the teachers to
share their experiences in learning about culturally relevant pedagogy and then moving ahead to
implement various strategies to help support their students will be equally crucial to the shift
administrators plan to make in the district’s vision about providing equity for students of color.
Interviews with the teachers will be in small groups of two to three teachers to further ensure a
safe space to discuss the implementation process. The interview questions for the teachers will
vary slightly in that they will focus on their perceptions of the success of the training and
workshops developed by the district office. Teachers will also be asked about the effectiveness of
the strategies learned and the impact observed in the classroom.
It is important to note that the interview questions will address the concepts from the
change theory framework, which include the following:
● changes in district vision, inclusive of culturally relevant pedagogy
● capacity building to create culturally proficient leaders
● building relationships between district and site administrators and site administrators
and teachers
● addressing the needs of students through culturally relevant pedagogy
The interviews for administrators and teachers will last approximately 45 minutes to one
hour. They will be recorded and transcribed to pull the data needed for the case study. The
volunteers will be provided with the protocols for the interview before the session. They will also
be asked for permission to have the interview recorded and transcribed. The researcher will
review the transcriptions to prepare for data analysis.

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Data Analysis
As the data is collected, it will be analyzed through the change theory framework to
determine whether or not the district’s goals of implementing culturally relevant pedagogy were
met with fidelity. The interview information will be collected, transcribed, and organized in
themes according to the research questions. The data will be organized by the research questions
and subsequently through themes to maintain focus and organization and compare them to the
literature. The concepts in the change theory framework were applied to help guide the
organization of the data collected from the participants, which followed the interview protocol.
Once the interviews of the participants have been transcribed, they will be analyzed using
transcription software to determine whether the methods used agree or contrast with the change
theory framework. The data will be triangulated by including input from teachers and
administrators at both the site and district office.
Validity and Reliability
Credibility and trustworthiness must be established to ensure that the right questions are
asked to get the information needed. It is essential to establish trust with the participants and
fully explain the process so as to not detract from the researcher’s credibility (Locke et al., 2010).
The survey questions will be field-tested with colleagues to determine whether they are
appropriate and reliable. The information from this field test will reveal any changes necessary to
proceed with the case study.
The data collected should effectively reflect the information needed for the study
(Salknid, 2017). Every effort will be made to provide clear and compelling questions to help the
participants answer specifically and minimize the possibility of misinterpretation. Maintaining
consistency throughout the interviews will also be a determining factor in the reliability of the

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data collected. The questions asked of the administrators will help determine the success of the
implementation process of culturally relevant strategies in the classroom. The questions asked to
the teachers will play a crucial role in assessing the effectiveness and success of the training and
workshops. They will also help evaluate how faithfully the teachers implemented the strategies
they learned and the level of accountability they felt toward the process.
Summary
This study uses qualitative data from interviews with district personnel, school-site
administrators, and teachers to disclose the importance of culturally relevant pedagogy and
determine whether the process, applied from the change theory lens, was implemented to
effectively infuse culturally relevant pedagogy into the classroom of marginalized students of
color. The data from these interviews will also help determine how important this process could
be for other districts, should they choose to use it as an example. The findings will be presented
in Chapter Four, followed by a reflection and discussion of these findings in Chapter Five.

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Chapter Four: Findings
This dissertation explores how school districts acquired and implemented a renewed
mission, including the need to train teachers in culturally responsive teaching strategies.
Specifically, this study explores how school districts prepare their staff to develop a culturally
responsive teaching approach. This study examines how culturally relevant pedagogy has been
fully integrated into every facet of initial and ongoing teacher education and professional
development. Both the district administration and the administration at each site have a stake in
the successful execution of these plans. While going through this process, teachers have taken to
heart the goals to become culturally responsive educators and the district’s vision to be open and
willing to try different strategies for the sake of all students.
A series of coordinated stages in a clearly expressed vision and commitment to all
students, a systemwide comprehensive plan and framework, the use of data-informed instruction,
increasing capacity of all stakeholders, and establishing professional learning communities were
provided following Fullan’s (2006) change theory framework (Fullan, 2006). This research aims
to demonstrate how educational systems use culturally appropriate teaching methods by
exploring this change model and its effects. It became clear that it was essential to understand
this approach because it can be applied to different districts looking to promote the academic
performance of minority students by establishing equitable learning environments. This chapter
discusses the results for each research question based on the themes that emerged from the
interviews. Three research questions guided this study:
1. How did the district and site administrators plan to implement culturally relevant
pedagogy for their teaching staff?

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2. What professional learning activities did the district/site provide for teachers to learn
about CRP and the best practices for implementation?
3. What were the obstacles district and site personnel encountered throughout the
implementation process, and how were they addressed?
Participants
This qualitative study used an interview approach to collect data from the participants
within the chosen school district. There were, in total, eleven participants that came from
different positions within the district. Three teachers, three school site administrators, three
district-level coordinators, and two district cabinet-level administrators participated in this study.
All participants volunteered and were willing participants in this study.
There was a combination of in-person interviews and the online platform, Zoom. Two
teachers interviewed were on staff before implementing culturally relevant strategies and
opening an equity, access, and instructional services office. Two of the three site administrators
had also been on staff as teachers at the onslaught of the change in district priorities inclusive of
culturally responsive leadership. Of the two district administrators, one had been a coordinator in
the district when the vision and mission began to change. The other district administrator was
explicitly hired to help develop the new district division to support Equity and Access. This
diverse pool of participants was sufficient to give me a good understanding of the evolution and
implementation process of culturally relevant strategies and leadership within the district.
Findings: Research Question 1
Research Question 1 focused on exploring how the district and site administrators
intended to implement culturally relevant pedagogy (CRP) for their teaching staff. The purpose
of this research question was to explore who the key players were in developing and

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implementing a new culturally responsive leadership approach as well as the execution of
culturally relevant teaching strategies to prepare their teachers. The purpose was also to establish
a process and procedure for the district and site administration to execute the needed changes.
Three themes emerged from this first research question related to the implementation of CRP
across the district:
• community engagement within the process
• the need for diversity and inclusion training
• identity and positionality: building capacity among district teachers
Community Engagement Within the Process
Research states that when fostering an environment conducive to success for every
stakeholder, the relationships between its members are of the highest importance. For a school to
succeed, its administrators must cultivate a positive school culture that includes interactions with
the school community. Fraise and Brooks (2015) examine the importance of culturally relevant
leadership in establishing a school community culture that meets the needs of a diverse student
body. Specifically, culturally responsive teaching considers the students’ native cultures,
incorporates those cultures into lesson plans, and encourages students to feel more connected to
their local community (Vavrus, 2008).
Through the interviews, I confirmed that addressing the school community’s needs was a
priority for the school district, which in the end, proved effective, especially as concerns came up
throughout the change process. It was important for them to hear from all stakeholders. One
administrator stated it was essential to “give space, inviting everybody to a seat at the table and
then just really listening objectively” to parents that showed up. Active listening seemed to create
what another administrator called a “grassroots” level of engagement from parents. Parents were

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much more willing to take the lead and be in charge of events and activities or volunteer at
school sites.
Parents and community members felt like they finally had a voice in their children’s
education, but most importantly, the community was coming together. One of the teachers shared
that accessibility and being welcoming was important objective, “making sure that they are
welcome, even for Open House and making arrangements for the family to bring the kids,
husbands, grandma, whomever. Yeah, everybody can come in.” The overall sentiment with the
process to include the parents and community showed that teachers felt it was appropriate and
positive. Another administrator agreed, “We can’t do it all in a vacuum. We really have to open
up ourselves to new ways of doing things.” Teachers felt supported because the changes also
included their school community’s support.
The Need for Diversity and Inclusion Training
This second finding emerging for Research Question 1 showed that the district needed
diversity and inclusion training. One of the teachers interviewed shared that they were taught the
importance of inclusion during the workshops provided by the district. They shared that they
learned how to center students of color without making them feel excluded from the educational
process. One of the administrators shared that allowing students to “understand their small
population and their unique experiences historically provides a space for them where they feel
centered … and supported because they [the district] has done a great job of explaining what
equity is.” At this point, it is evident that the training sessions had been effective.
The two district coordinators shared that before they transitioned into district
coordinatorships, they were classroom teachers who were part of these original training sessions.
They were excited to see the transformation in school libraries and classrooms with culturally

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relevant material for students and the school community. One of the coordinators stated, “We
started seeing more diverse books and reading libraries in our classrooms, and although some
teachers always had diverse libraries, we started to see more funds available for those kinds of
things in our classrooms.” The explicit support, especially financial support from the district and
school sites, is evident.
Implementing culturally relevant pedagogy for the teaching staff continues to be a top
priority for the district. It is evident through the interviews of the top district personnel. One of
the directors stated that “Seeing how can we support them [students] and seeing what is
happening in society, we are not ignoring what is happening out there, and we are talking about
it, and we are bringing in programs and services to help identify their needs.” The continuous
process of collaboration shows the transformation in district priorities.
Identity and Positionality: Building Teacher Capacity
Since teachers can provide valuable feedback on student learning and district goals, the
administrator-teacher relationship can foster collaborative leadership and team effort (Effective
Superintendents, 2010). It was evident that teachers understood that District administrators
supported the move and were establishing structures that would provide the resources necessary
for the teachers to move forward with their training, workshops, and curriculum development.
Every teacher and site administrator interviewed also agreed that it was important for the district
to provide the resources and staff necessary to offer the workshops that would help them learn
more about cultural diversity and how it affects school structure.
Throughout the interviews, it was evident that much time and effort was spent helping
teachers identify their biases and understanding the importance of culturally relevant curriculum
and strategies. The research states that teachers need to think about their own positionality and

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biases to improve their classrooms for students of color (Gay, 2002). Getting trained in this type
of self-reflection proved very impactful. According to one of the teachers, “It kind of shapes the
way that I do things now…in all areas of my life, not even just of teaching … you have patience
and understanding.” Teachers’ knowledge of the cultural background and personal histories of
the students in their classrooms can help motivate and engage them in the classroom (Gay, 2018;
Gay, 2018; Kumar et al., 2018). This impact goes beyond the classroom for both students and
teachers.
According to all of the participants, once the newly established Office of Equity, Access,
and Instructional Services began to make culturally relevant pedagogy their priority, many
workshops focused on helping teachers “address their conscious bias and to address racial
culture in the school settings,” according to one of the coordinators who at the time was a
classroom teacher at one of the elementary school sites. The district’s support continued with
hiring a consultant who returned to the district several times to help the teachers explore and
understand their biases and help them own their positionality. The coordinators, who at the time
were teachers, shared that they were able to reflect on the impact of these consultants by sharing
that the groups presented “particularly on how to check your own bias, [taught] how to be
effective in the classroom with illustrating it not only in your lesson plans and in your instruction
but even in your room environment.” It was evident that the training sessions helped teachers
understand their impact was not just in the lessons they delivered but how they made the students
feel. A very holistic approach to training teachers seemed to emerge.
In discussing identity and positionality in the implementation process, the coordinators
and the site administrators shared that these workshops empowered them to have courageous
conversations with staff that might resist the district’s new vision. There was a vulnerability that

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was discussed by these administrators that was highlighted and nurtured in order to continue the
work. Two coordinators felt that they were ready to even move forward in their work. The
following is a quote from one of them as they shared where they were in their current work.
We start moving beyond implementation, beyond seeing our goal setting and start
moving past implementation and developing and monitoring our program making
adjustments and perfecting what our goals are. We’ve done a lot of groundwork
with bringing in people who can provide professional development to the teacher
base and now we’re in a phase where we’re developing that work.
Including all stakeholders in a comprehensive plan in which continuous reflection and
improvement are necessary to continue seeing student success follows the change theory
framework (Fullan, 2006).
Acknowledging teacher positionality and student identity went hand-in-hand with the
message in these district workshops. Part of the implementation process included training on
valuing a student’s identity. More consideration should be given to how students express
themselves and how this can impact a classroom if a teacher validates their identity and
incorporates it into the curriculum (Gonzalez, 2014). The ongoing support for this work further
empowers teachers in their work toward addressing the needs of their students.
Discussion for Research Question 1
While this research question was meant to discuss how the implementation process of
culturally relevant pedagogy took place for the teaching staff, it brought out the real catalyst
behind the success: the district focused first on showing teachers why it was necessary. Michael
Fullan’s (2006) change theory framework argues that it is necessary to identify the driving forces
behind the need for change. All participants in the study could easily identify the needs of the

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students of color as their focus for pursuing the training. They were also able to identify the
benefits that came with the intentionality of the culturally relevant curriculum that was being
built. Identifying the student’s needs was the driving force behind the high participation in these
workshops. Although these workshops were during summer and often online, many teachers,
coordinators, and administrators participated on their school’s behalf, according to all study
participants.
According to all study participants, community engagement in the implementation
process, a focus on diversity and inclusion of all students, recognition of the importance of
recognizing student identity, and recognition of teacher positionality were critical components of
the initial implementation process and its continued success. Fullan’s theory recognizes that to
facilitate sustainable change effectively, all components of an organization must be aligned with
a common goal, and all stakeholders must be involved in the process (2006). This school district
has devised an effective implementation, development, and evaluation method in a reflective and
supportive environment, with high expectations for successfully implementing culturally relevant
strategies.
Findings: Research Question 2
Research question 2 is as follows, what professional learning activities did the district/site
provide for teachers to learn about culturally relevant pedagogy and the best practices for
implementation? This research question intended to determine whether or not there were
sufficient workshops and training sessions for the staff and administrators and what were their
goals and structures. My goal was to determine whether these practices were effective. It is
crucial to collaborate on the school district’s direction with the staff and have a common goal
with them. Fullan (2006) refers to this as “collective capacity.” This aligns policy, resources, and

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incentives to facilitate collaborative work toward a common goal. A common goal ensures that
all aspects of an organization are aligned with a common objective to enable sustained change
(Fullan, 2006).
Concerning implementing these new practices, their sustainability also became a topic of
discussion. The school district has been developing this new vision for over 10 years. Many
teachers and administrators have experienced this evolution, including all eleven participants.
The consistency in messaging and evolution of the process, the resources, and the materials
provided became a cornerstone of the discussions with all participants. There were two themes in
these conversations:
• implementation and sustainability
• career development and the importance of professional development
Implementation and Sustainability of the CRP Mission
Participants pointed to the process relatively easily when asked about the implementation
process and associated activities. They described the workshops and schedules in which they
participated. Fullan’s change theory emphasizes the need for an “adaptive cycle” as part of the
change process. Preparation, planning, implementation, and evaluation comprise this cycle. This
cycle ensures that change initiatives are well-planned, executed, adaptable, and responsive to
external factors. Fullan emphasizes alignment, leadership, and capacity building for successful
change initiatives. Fullan’s (2006) change theory provides a comprehensive set of tools to foster
change and protect it from external factors by focusing on both the individual and collective
levels. I could identify in interviews that the administration executed these needed changes well.
One of the teachers stated that the changes did not feel forced through this adaptive and
collaborative process. According to her, “They did not top-down mandate, so the teachers voted

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on this policy, and you know, they gave them a year to germinate on their choice. And now, it’s
time to do the professional development.”
As part of the professional development process, the teachers identified that they felt
supported through the funding and accessibility to consultants, which also brought practical
resources to their classrooms. One of the coordinators stated that “The lessons are already there
for them to implement, and my goal was to make sure that they just knew it wasn’t extra work
for them to do. They just have to replace one journey lesson with one of those culturally relevant
culture proficiency lessons already available on the website, and they can start with one.” There
was no expectation that teachers implement this at 100% immediately. There was grace given
and an understanding that it would take time to change mindsets and change lessons within the
classroom, especially for veteran teachers that might be more resistant.
One of the other things identified was that teachers felt free from pressure from the site or
district administration to implement it immediately. The training sessions themselves began as
volunteer opportunities. One of the site administrators shared that they would have sign-ups
throughout the school year for online sessions and paid opportunities over the summer for
teachers to go through the training modules, which created more trust in the process. A key part
of shared leadership is letting people in the district lead by example. Leaders in the district office
and the schools should be imperceptible and develop trust and respect among their staff
(Effective Superintendents, 2010, p. 25). Building trust was one of the most important and
effective strategies for implementing CRP within the district. Henriksen and Aas (2021) call this
a critical friendship between all stakeholders.
System thinking is the idea that everyone in the school needs to work together to ensure
everyone’s needs are met. When combined with key partnerships, working together, building

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trust, and solving problems can help make decisions that will improve learning and development
(Henriksen and Aas, 2021).
One of the site administrators described this process of working together as what could be
described as a professional learning community (PLC) process. She described sending teachers
to these workshops and returning them to “tight and structured” department meetings. She also
describes pulling department chairs in to train them on leading the discussions. There were also
times when district personnel were brought in to help further the training sessions or discussions.
Fullan (2006) argues that PLCs are an excellent way for teachers to share their knowledge, work
together, and ultimately work toward the same goal of improving student learning and
achievement. He believes that successful schools are built on relationships and that teachers will
build meaningful relationships over time if they can share their experiences and talk to each
other (Fullan, 2006). Ultimately, this occurred within these school sites to expand the messaging
on CRP and the necessity to address the needs of students of color and have it become an
effective and sustainable structure.
Career Development and the Importance of Professional Development
While not explicitly mentioned as part of the research question, all participants
understood the importance of the training sessions and workshops. They saw the benefits of the
professional development being offered. For two of the coordinators and two of the site
administrators, the work they became a part of through the professional development of
culturally relevant pedagogy (CRP) allowed them to expand their career choices. They were able
to develop as leaders within their school community. They became passionate about the work
and wanted to be a part of it. Fullan’s change theory from 2006 also discusses the importance of
communities of practice, a term for the groups within an organization that works together

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regularly to create an atmosphere where change is easy to accept. The collaborative structure
creates an environment that is open to new ideas and encourages staff to learn from each other to
make change initiatives that work better. It is evident from the trajectory of these participants that
a safe space was created for them to grow as professionals while creating a better environment
for their school community.
One of the current site administrators shared the path through which she eventually
became the principal of a school site. She was one of the first teachers trained on CRP. It
impacted her, and she shared that not only did she begin to use culturally relevant strategies in
her classroom, but she also began to help with parent meetings and became the instructional lead
at her school site. She shared that there was an emphasis on learning the difference between
equity and equality. Looking at data also became important in the development of professional
development, specifically the test scores for English Learners and African American students. In
helping with the process, she guided the conversations on equity learning for teachers and the
need to look at differentiation differently.
Two of the teachers interviewed shared their trajectory through the implementation
training. The workshops and training sessions on culturally relevant strategies benefited both
instructional assistants. They could then use this newfound purpose and return to school for their
teaching credential. They were inspired by the vision and mission of the school district to help
support their students and their school community. One of the teachers stated, “It shapes the way
that I do things now in all areas of my life, not just in teaching. And I think, especially in the
beginning, you have to learn that.” The school district first focused on establishing a purpose and
then on to the training sessions. It is evident from the experiences of these teachers that it was an

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effective way of making an impact. Both of these teachers expressed that this was the “only way
I’ve known in my teaching career,” and they are appreciative of it.
Discussion for Research Question 2
While this research question was only meant to find and discuss the activities and
workshops that took place, what came out of it was the change in mindset among the teachers
and staff as they participated in these workshops. Their impact was so impactful that it changed
their perspective on their roles, including its impact on instructional aides turned teachers. It
moved them to further their educations. In turn, this also helps support the development and
support of the entire school community. The impact that this has had on the community goes
beyond the classroom. I identified increased parent participation, community programs, and
partnerships from the district office and local businesses. As a result of the training sessions and
workshops their staff attended, there were more resources for teachers, students, and parents.
A culture of trustworthiness, collaboration, and communication is necessary to build an
influential and positive school culture (Fullan, 2006). There was a hands-on approach to the
professional development process from the administration. Their emphasis on building
relationships with the staff goes with what research states are part of an effective school culture
(Muhammad, 2017). Having this be the focus for transforming an entire school district is critical
in improving student performance and participation. With the help of strategies and methods
used in culturally relevant teaching, students will feel like they belong in the classroom and are
more motivated and able to take charge of their learning (Hattie, 2015). When it comes to
making decisions as a group and creating a curriculum that can meet the needs of their students,
teachers must work together effectively (Hattie, 2015), which is what we see in the professional
learning activities established by this school district.

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Findings for Research Question 3
Research Question 3 delves into identifying the obstacles encountered by district and site
personnel during the implementation process and examining the strategies employed to address
them. The research question aimed to explore the challenges encountered by staff during the
implementation and progression of Culturally relevant pedagogy (CRP), encompassing both
teachers and administrators. Identifying and addressing these obstacles is crucial for advancing
educational practices and ensuring the success of all students. Effective implementation of CRP
necessitates collaborative efforts, including team building and group reflection. Open
communication, facilitation of individual perspectives, and fostering teamwork are integral
components that contribute to the effectiveness of CRP. Encouraging participants to articulate
their expectations and engage in reflective discussions promotes the development of equitable
practices that benefit all stakeholders involved (Henriksen and Aas, 2021). Three themes
emerged from these discussions:
• unclear communication and accountability
• Lack of consistency is hurting the progress.
• positive impact and the successes emerged
Unclear Communication and Accountability
It was evident that the issue of accountability among teachers and site administrators was
a struggle at the beginning of implementation and continues to be an issue among some sites and
teachers. One of the district administrators was a site coordinator at the time of implementation.
She shared, “It took a good 3 years before you’d started noticing positive change with data and
culture, but it was absolutely their [district] leadership that came in with their vision and of
needed change that contributed to these needed changes.” She continues to share that it is a

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constant need to stay focused and consistent, not lose sight of the goals of culturally relevant
pedagogy.
Circling back to hold these teachers accountable is an obstacle that was identified in the
answers from the participants when asked about these challenges. In order to have more
accountability of teachers receiving the messaging, the teachers interviewed saw a constant need
for accountability and clear communication in person. One of the teachers interviewed expressed
the need to continuously circle back to retrain teachers that might not have understood the
cultural sensitivity required to address the needs of students of color in their classrooms. She
stated there needed to be more training in this area because “they just don’t have the empathy for
it, and teachers still need more training in person.” The issue is the need to step away from the
Zoom and online training sessions that had become optional, which has caused some teachers to
tune out and not get a clear message regarding expectations on implementing culturally
responsive strategies.
Lack of Consistency Is Hurting the Progress
The district coordinators shared that consistency in implementing the programs among
district schools was another challenge. They shared that they began to see differences in “what
you understand to be happening and what you are actually experiencing in the classroom.” They
stated that this was especially true with veteran teachers that are more resistant but, at the same
time, can become very overwhelmed with the information and resources provided. So, there is
avoidance that the site administrators should address. Regarding the issues with these teachers,
one coordinator stated:
There is fear of maybe not knowing enough about the components. I believe teachers
continue to struggle with this, which is why it can become an obstacle because they’re

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just like I don’t know what to do, I don’t know how to do it, I don’t know what it looks
like, and so some are not going to do it.
Despite some White teachers’ efforts to become effective teachers of racially and
ethnically diverse students, the literature reports White educators’ resistance and fatigue with
race conversations (Sleeter, 2017). Teachers need to be constantly reminded of their role and
responsibility in having a culturally responsive classroom. Based on the information from the
participants, the school district is at the point where consistency issues are apparent to those
trying to do what is best. The coordinators continued to share that they were concerned that
“these outliers could considerably impact the rest of the school campus and set their work back.”
The fact that some of these issues still existed throughout some campuses caused some
uncertainty. Some teachers and administrators needed clarification as far as expectations and
follow-through. One of the teacher participants expressed the need for more people to be
exposed to the planning process. The district office followed a trainer-of-trainer model, creating
division and a possible lack of shared information. She felt that if the training sessions were
more open to others, the conversations would be more “dynamic.” She did suggest that this
would be a way to expand the voices that were heard and possibly have more teachers open their
classrooms for others to see their work.
Positive Impact and the Successes That Emerged
Among the challenges confronted by the school district, a notable transformation towards
positivity and a shift in school culture has transpired. Courageous conversations have become a
regular occurrence, fostering an environment of open dialogue and trust within the system. The
process of implementing culturally relevant pedagogy has yielded significant benefits, as
evidenced by the acknowledgment from teachers interviewed. Once the framework of culturally

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relevant pedagogy was embraced and adhered to, subsequent issues were addressed using the
same change process, demonstrating its effectiveness in addressing various challenges within the
educational context.
The intersectionality of the needs of various marginalized groups emerged. For example,
great strides were made in supporting the LGBTQ+ community within the school district.
Although this was not part of the study, it was evident that they took steps that mirrored the
suggestions in Fullan’s (2006) change theory Framework as they adopted new policies and put
structures in place to support the LGBTQ+ community.
One of the teacher participants expressed how helpful it was to know the steps that would
be taken to offer this support and resources for the teachers and students. The message she
received from the district administration was that “they would teach you, and give teachers
lesson plans for social justice standards that were ready to go” and that this would then trickle
down to the students and make the lessons more relatable to them. She further states that this is
helpful because “it facilitates doing their part, you don’t have to spend the time creating these
lessons and doing the research, you can just tweak the lessons to fit your needs.” This teacher
expressed how this was one of the most influential pieces of the implementation process.
Knowing there would be support from the district office and a clear path for addressing new
issues made it evident that there was definite trust in the systems put in place.
Discussion for Research Question 3
Overall, the information on the obstacles faced throughout the implementation process of
culturally relevant pedagogy showed a constant awareness by the district office to stay focused
on their goal. It was evident that the messaging was consistent. However, it showed that at the
site level, more resources were necessary for site administrators to hold teachers accountable for

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consistently using culturally responsive teaching strategies. The evidence also shows that
teachers and administrators understand the district’s process in addressing needs that might arise
from data analysis. It is evident that the systems in this district follow the change theory
framework. They were constantly looking for ways to improve the experience of students and
parents within their school community.
The literature agrees that accountability must include capacity building with a focus on
results among staff to be consistently effective in implementing changes in school culture
(Fullan, 2006). The teachers are referring to these changes in school culture when they say that
some teachers need constant retraining in culturally relevant strategies and that administrators
should be vigilant of their teachers and hold them accountable when necessary.
Summary
The first and second research questions used the change theory framework to examine
the implementation of culturally relevant pedagogy across the district and the importance of
using these CRP teaching strategies. According to the findings, the people who took part in the
research are confident in the systems put in place by the district office in response to the needs of
students of color. They recognized the advantages of the implementation and the emphasis
placed on the data. The participants recognized that involving all stakeholders in the process was
beneficial because it created a safe space for teachers to implement these new practices with
fidelity, one of the benefits that the participants identified. Everyone who had a stake in the
matter understood why there was a need for change, and they were seeing the results in the
classroom and the larger school community.
The third research question focused on the possible obstacles and outcomes of the
implementation process and how they were addressed. It showed the constant need for evaluation

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of the process and results. According to the participants, accountability throughout the process
was a critical area that needed a closer look. Even though the implementation process began over
10 years ago, there was still concern that teachers and administrators would lose sight of the
importance of culturally relevant pedagogy in their work.

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Chapter Five: Discussion
Chapter Five summarizes the findings on implementing culturally relevant pedagogy
throughout a school district and changing the vision and mission through a change theory
framework. Key research findings are discussed to help educational leaders recognize the
importance of meeting the needs of students of color using culturally relevant teaching strategies.
Using this framework will also enable school leaders to hold teachers accountable for using
culturally relevant strategies and, more importantly, create a culture of trust between the school
district and the school sites. Within the context of this study, recommendations for future
research are also made.
This research aims to understand how a culturally responsive community can be the most
helpful and effective for all students, particularly marginalized students of color. By
understanding the change model and how it demonstrates the process and its impact, this study
aims to show how school districts put culturally relevant pedagogy into practice in their
respective schools. It is essential to have a strong understanding of the implementation process
because it is the model that other districts should follow to improve the academic performance of
their marginalized students. The following questions guided this research:
1. How did the district and site administrators plan to implement culturally relevant
pedagogy for their teaching staff?
2. What professional learning activities did the district/site provide for teachers to learn
about CRP and the best practices for implementation?
3. What were the obstacles district and site personnel encountered throughout the
implementation process, and how were they addressed?

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This qualitative study involved the evaluation of one school district which had spent a
decade following this change theory framework in implementing culturally relevant pedagogy.
This method allowed for a thorough understanding of the process and district and site
administrators’strategies to change the school community’s culture effectively. Additionally,
teachers, coordinators, and site and district administrators were interviewed regarding their roles
and perspective on this implementation process.
Summary of Findings
Study findings suggest that following a structured change theory framework is essential
to implement needed changes within a school district when trying to meet the needs of students
of color. For district and site leadership, it is important to establish trust and build relationships
with the school community prior to implementing significant district objectives. However, the
pace of moving forward will be determined depending on the data analysis and the sense of
urgency. Findings further suggest that strategic planning and including all stakeholders at every
point in the process was vital in developing the vision and planning for the school district. All
stakeholders decided upon non-negotiable practices and learning targets that proved essential
throughout the change process. Eight themes were identified that related to the study’s three
research questions. This section summarizes and discusses the study’s findings regarding
previous research and current practice.
Research Question 1
Research Question 1 examined the following: How the district and site administrators
planned to implement culturally relevant pedagogy for their teaching staff? Qualitative data for
Research Question 1 produced three findings. The first finding proved that community
engagement within the process was essential to implementing change within a school district.

83
Gathering data, surveying all stakeholders, and gaining context knowledge has proven to be one
of the most effective parts of the process (Reinholz and Andrews, 2020). This finding is
consistent with Fullan’s (2006, 2011) work, which established that building relationships with a
purpose can bring successful organizational change.
It is evident from the data collected that the school district spent significant time
analyzing their students’ data and surveying the parents and school community. They looked at
who were the students that needed the most help while at the same time asking their parents what
they needed in order to support their students at home. All participants indicated that the
administrators used student data to help support their plea for implementing culturally relevant
pedagogy into their discussions, which proves Fullan’s work. Fullan (2006) identified using data
to consistently inform instructional practices and using it also to build capacity among teachers.
This data was consistently shared with all stakeholders, who were allowed to discuss the needs
with the district. According to the participants in the study, this built trust. All teachers and site
administrators stated that parent participation at site and district meetings and events has
significantly improved as parents felt more comfortable and informed about the district’s plans.
They also confirmed that teachers were likelier to stick to culturally relevant teaching strategies
knowing they had the school community’s support.
According to Anthony Muhammad (2017), transforming a school presents an exceptional
opportunity for administrators, teachers, other school staff, and students. Through meaningful
conversation and community engagement, schools can identify and make positive changes to
help students improve in school, improve learning environments, and get a better education
overall. For this to occur, it is essential to recognize the power of communication and be open to
questions and concerns, evident in the school district’s implementation process.

84
The second finding that emerged from exploring the answers to Research Question 1 was
the constant need for diversity and inclusion training among teachers throughout the
implementation and discussion of culturally relevant pedagogy within the school district. The
district administration’s recognition of the need for more diversity and inclusion in the
instructional and social-emotional practices utilized to support students is essential to the
implementation process, according to the work of Geneva Gay (2002).
Throughout the interviews, all interviewees pointed out that the district’s priority was to
create an inclusive environment for their students so that all students could succeed. The district
is 94% Hispanic, and when this process began, only 58% of their students were graduating. The
finding also supported the work of Quinzio-Zafran and Wilkins (2020), which asserted that
teachers and administrators who agreed to foster an environment where mutual respect and
understanding are a priority, educators are more likely to create an effective learning
environment in which they can celebrate diversity and promote inclusion.
This second finding also supports Fullan’s (2011) change theory framework, establishing
a knowledgeable community where all stakeholders are well informed of the reasons for the
needed change and how to support the organization. In this case, gathering the data and sharing
with the community the need for continuous training on diversity and inclusion was evident
through the interviews with the participants.
The third finding that came through with Research Question 1 was the continuous
workshops on building the capacity among teachers by helping them recognize their positionality
and acknowledgment of their own identity. The interview process showed that the participants,
especially the three teachers, were involved in a reflective training process in which they
explored their cultural impact in the classroom. Building capacity is important and consistent

85
with the work of John Hattie (2015), in which he asserts that increasing the capacity of
stakeholders can show significant improvement in an organization. In this case, all participants
shared the many opportunities they had to build their capacity.
This third finding further explains the need to build the understanding of teachers of their
positionality. Although this reflective process took place, the data gathered showed that further
training needs to be implemented for teachers with this self-reflective process. Goldenberg
(2014) calls this self-understanding “critical reflection.” It was evident that teachers understood
the importance of culturally relevant teaching strategies for their students of color. However,
more training seemed necessary because, for some teachers, there was still a lack of
understanding about its importance. This finding is consistent with the research according to
Goldenberg (2014), who asserts that teacher ignorance of their positionality impacts the
academic success and representation of students of color.
Research Question 2
Research Question 2 asked the following: What professional learning activities did the
district/site provide for teachers to learn about CRP and the best practices for implementation?
As part of the districtwide change process, implementing culturally responsive strategies within
classrooms was a high priority, and making it accessible and practical for teachers was at the top
of the priority list. The research for this question produced two findings. The first finding was the
need for consistent implementation and sustainability of culturally relevant pedagogy across the
district.
This first finding confirmed the need for teachers to understand the reasoning behind
culturally relevant pedagogy and the importance of consistent follow-up. The results were in line
with Geneva Gay’s (2002) work, which claims that learning about cultural diversity, including

86
information on ethnic and cultural diversity in the curriculum, demonstrating compassion and
creating learning communities, communicating with students from various racial and ethnic
backgrounds, and modifying how instruction is delivered to take these factors into account are all
important.
This finding was also consistent with the work of Ladson-Billings (1992). The most
important parts of this kind of teaching are helping people form ideas about themselves and
others that are based on accurate historical and social information, promoting social relationships
that are communal, interdependent, fair, and just, and helping people see knowledge as
something that is socially made and can be challenged intellectually (Ladson-Billings, 1992).
When the participants in the study were asked about the implementation process and the
activities that occurred, the participants were able to identify the process. They provided
descriptions of the workshops and timelines in which they took part. If we look at Fullan’s
change theory, he emphasizes the need for an adaptive cycle as part of the change process.
Preparation, planning, implementation, and evaluation comprise this cycle. This cycle ensures
that change initiatives are well-planned, executed, adaptable, and responsive to external factors.
Fullan emphasizes alignment, leadership, and capacity building for successful change initiatives.
It was evident that this school district was able to intentionally provide the needed professional
learning activities and best practices for teachers.
The second finding for Research Question 2 was in regards to career development and the
importance of professional development. Educators throughout the school district acknowledged
this change process’s impact on their professional development and teaching consciousness. In
his work, Elmore (2002) emphasizes the importance of avoiding a situation with only a demand
for passive compliance. For teachers to simply comply without finding the fundamental

87
importance behind professional development would not create the sustainability needed to enact
change thoroughly.
Hattie (2015) expressed that shifts in the mindset of educators were essential to creating
sustainable change. If this shift occurs, there will be significant growth in students’success.
Among the participants were district coordinators and administrators who were teachers during
the shift in district vision and the beginning of the culturally relevant pedagogy discussions.
They shared how impacted they were by the process and that they decided to get intimately
involved and help the process move forward. Fullan (2006) reiterates that any change process
will likely be unsuccessful without this needed change in culture. Therefore, it is important to
note that the teachers understood their need to support the process.
Research Question 3
Research Question 3 explored issues with the obstacles district and site personnel
encountered throughout the implementation process and how they were addressed. Two findings
resulted from qualitative data pertaining to Research Question 3. The first finding in this study
question regarding obstacles was that certain district schools had inadequate communication and
a lack of accountability for their teachers. There was an acknowledgment by both the teachers
and the administrators that this was an issue they needed to address.
This finding is important because there needs to be reflection and improvement within
the change process. It is encouraging that the participants in the study were able to identify this
as an issue that could be hindering their progress. The reflective process is addressed by Geneva
Gay and Kipchoe Kirkland (2003) when discussing teacher preparation. Improving educational
opportunities and outcomes for students of color requires critical introspection and cultural

88
awareness (Gay and Kirkland, 2003). It also requires continuous communication among all
stakeholders.
Prioritizing consistent communication at all stages of the change process is essential,
especially in managing the process (Minnesota Department of Education, 2019). It is also meant
to be a discussion among the stakeholders and not just a meeting in which information is
delivered (Kotter, 1996). When implementing a structure that requires a different approach and
mindset from teachers and staff, there is a clear need to establish clear and open lines of
communication. By promoting open communication, shared leadership helps district leaders and
teachers build strong relationships (Effective Superintendents, 2010). Although there were some
issues along these lines throughout the implementation and foundational process for this school
district, it is important to point out that there was evidence from the interviews with the
participants that as they were attempting reflection strategies, there were some issues with
unclear communication and uncertainty. Lack of clear communication and uncertainty becomes
especially apparent when addressing the accountability of teachers and the practices they use or
continue to use within their classrooms.
The second finding for Research Question 3 was the need for more consistency within the
implementation process among schools within the district which inherently hurts the progress.
Evidently, the district’s expectations were that teachers implement these new strategies with
fidelity. However, this necessitates alignment among school site administrators. Elmore (2005)
addresses this issue by emphasizing the importance of administrators recognizing the disparity
between policy directives and actual implementation.
This result is related to the previous one in that, for consistency to occur, there must be
continual communication of district goals and priorities and a strategy for accountability for both

89
teachers and administrators. It was evident that staff turnover was needed when the
implementation process took place, according to district administrators interviewed. However,
there needs to be more attention given to those school sites that need more support with this
internal accountability process to ensure implementation with fidelity.
The third finding for Research Question 3 was the positive impact of this change in
district priorities and the successes that emerged. It was not originally planned to study positive
results stemming from the obstacles found, but it was a clear result of the challenges faced by the
school community. All participants in the interview expressed gratitude for the support of the
district office as changes were happening. This messaging becomes detrimental to the success of
the implementation.
The administration is responsible for inspiring and encouraging change so the school can
achieve the best student outcomes, increase faculty and staff professional practice, and improve
the school culture for all stakeholders (Minnesota Department of Education, 2019). Strong and
influential organizational decision-makers and stakeholders are essential for the success of
change initiatives (Kanter, 2003). To lead the change effort and, more crucially, to inspire and
persuade others to support and implement the changes, it is necessary to assemble a team with
sufficient legitimacy and impact within the organization (Calegari et al., 2015).
As a result of this support, most stakeholders now have faith in the district’s ability to
enact needed changes. Teachers and administrators felt like they were part of a collaborative
process that helped address the needs of students of color. The most successful form of lateral
accountability is when people work together toward a common goal. When findings are made
accessible to everyone, the system makes it easier for people to take responsibility for education

90
and hold schools accountable (Fullan, 2011). This level of transparency creates a cultural shift in
establishing trust and increasing capacity and participation (Fullan, 2011).
Implications for Practice
This study explored the process and importance of implementing culturally relevant
pedagogy to achieve classroom equity. The study’s findings established themes that inform
educators at the site and district levels and those interested in elevating their processes to support
students of color and marginalized students better. The findings specifically demonstrated which
strategies were more valuable and effective in creating equitable changes in a sustainable
environment.
The first implication for the informed practice of educators was that building capacity
among all stakeholders to understand culturally relevant pedagogy is detrimental to student
success. The study’s participants repeatedly mentioned the numerous opportunities for
professional development that helped them not only understand what culturally relevant
pedagogy was but also learn how to develop and implement culturally responsive strategies in
their classrooms. The findings appear to support the emphasis on capacity building. There needs
to be an investment in the staff to build an effective organizational culture. It would be beneficial
for administrators to focus on the capacity building of their staff because it also helps create an
environment of sustainable accountability. Staff morale will also benefit from this focus because
they will be recognized for their career advancement. The goal is always to impact students
significantly, and addressing staff capacity will directly benefit students.
The second implication for an educational organization’s implementation process is the
need for clearly defined district priorities and continuous communication with all stakeholders.
The ability for administrators to have a clear understanding of what those district goals are helps

91
them maintain focus on their site plans to ensure that there is sufficient support and
accountability. Developing site plans aligned with those of the school district will also help
develop trust among the staff and the school community. Stakeholders want to see that alignment
because it creates a safe environment where they can take educational risks in the classroom and
in their professional development. As the participants shared, they understood the path when
there was communication from the district. They were more willing to stay the course and work
hard, allowing a school district to enhance its capacity building with confidence. Otherwise, the
lack of consistency will hurt the process and prevent the changes to progress. When
implementing culturally relevant pedagogy, the message must be clear, concise, and consistent to
be effective and keep a school moving forward.
The third implication of the change process within a school district is the inherent need
for collaborative environments surrounding the cultural understanding of the school community
among teachers and administrators. Participants constantly shared that empathy was something
that many educators were now learning as part of the professional development activities held by
the district office to help educators understand culturally relevant pedagogy. Empathy is
especially important because all educators must feel heard regarding classroom issues.
Transparency and purposeful collaboration promote collective ownership of the process.
Everyone is vested in keeping it going and holding each other accountable for the benefit of the
students. Mutual accountability does not always imply teacher-to-teacher. It also refers to the
relationship between an administrator and a teacher. A shared vision among a school community
will increase community engagement and strength, directly impacting student support, especially
for our students of color and marginalized youth.

92
Future Research
This study’s literature review noted a need for further research regarding implementing
culturally relevant pedagogy among school districts to address the needs of marginalized
students of color in our traditional school system. While this study did provide valuable feedback
and context regarding the implementation process of one school district, additional research is
required. There is a need for additional research in three areas related to this study.
The study of how school districts have established sustainability and longevity in their
practice, as well as the development of culturally relevant practices, is the first implication for
practice by school districts and school site leaders. However, there were questions about the need
for accountability. Study findings suggest that the practices followed by the school district for
implementing culturally relevant pedagogy are on the right course. There is evidence that
supports its long-term effects through the successes shared by the teachers, coordinators, and
administrators within the school district. They shared that the student data and overall
achievement have increased due to the change process taken to implement culturally relevant
practices. However, more longitudinal data is needed to understand how school districts can
maintain the impact and positive results, including all the other teacher requirements.
The second recommendation for future research is to expand the research to school
districts with less of a more diverse demographic. Numerous studies were conducted in schools
and school districts where most students were students of color from low socioeconomic
backgrounds. There is a need for more research studies to be conducted in schools and school
districts with greater diversity and fewer marginalized students. The effects and lack of support
in these schools frequently go unchecked due to their likely overall high performance. However,
because this population is easily hidden, these schools must analyze their data and investigate

93
their needs openly. Implementing culturally relevant pedagogy within these school districts is
more difficult because the needs are harder to prove. Studying how these districts can achieve
implementation success could broaden the applicability of culturally relevant pedagogy.
The final recommendation for future research on district-level change processes would be
an expansion and comparative research study on the implementation strategies and district
structures of multiple school districts would be beneficial. Every school district has unique needs
and different school communities that impact all their decisions. School boards are also a
significant component of this change process. Studying how these school districts implement
culturally relevant pedagogy into their district priorities would benefit school districts hoping to
make that shift for the benefit of their marginalized students. There is no one-size-fits-all in
education. The intricacies of the change process continue to be unique to each organization. The
level of controversy surrounding a topic like culturally relevant pedagogy varies depending on
the school district’s community. The change process approaches will vary; therefore,
strengthening the comparative research could help school districts further support their students.
Conclusions
This study provided evidence that adhering to a prescriptive change process is necessary
to implement culturally relevant pedagogy within a school district to meet the needs of students
of color and youth from marginalized communities. It bolstered the case for increased capacity
among teachers and site and district administrators. Findings further suggest that collaboration
among all stakeholders proved to be one of the critical factors in creating a motivational pull
toward needed change. In order to create a strong and positive school culture, it is important to
prioritize the development of trustworthiness, collaboration, and communication (Fullan, 2006).
According to this study, working in a supportive environment where all groups support one

94
another and create a safe space to reflect on the work being done directly impacts
implementation plans, influencing the support and success of students of color and building
equity within a school community. This study offers educators additional insight into the
processes and implications of changing school culture to include culturally relevant pedagogy to
achieve equity for all students.

95
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Appendix A: Interview Protocol
This research study was guided by the following three research questions:
1. How did the district and site administrators plan to implement culturally relevant
pedagogy for their teaching staff?
2. What professional learning activities did the district/site provide for teachers to learn
about CRP and the best practices for implementation?
3. What were the obstacles district and site personnel encountered throughout the
implementation process, and how were they addressed?
Concepts from the conceptual framework that are addressed in this interview are as
follows:
• changes in district vision inclusive of culturally relevant pedagogy
• capacity building to create culturally proficient leaders
• building relationships between district and site administrators and site administrators
and teachers
• addressing the needs of students through culturally relevant pedagogy
• social-emotional learning and academic needs must be addressed
Introduction
If district/site administrator:
Good morning! Thank you for taking the time to meet with me today. I appreciate your
willingness to participate in this study. As I mentioned in my previous communication, I am
meeting with you because you were directly involved in developing the training for teachers in
culturally responsive strategies. I understand that you were also an essential part of developing
the new vision for the school district to be more inclusive in addressing the needs of all students.

103
Just to let you know, I have collected some of the presentations and worksheets used in the
workshops and training sessions and workshops for your staff, so I might also have some
questions about how these were generated and used as part of the training. I appreciate your
department’s willingness to share this information with me.
As mentioned in our correspondence, this will remain confidential. Thank you for
returning the Signed Consent Form. This will help in gathering the research for my study. I hope
it is ok that I begin the recording of our meeting.
If school teacher:
Good morning! Thank you for taking the time to meet with me today. I appreciate your
willingness to participate in this study. As I mentioned in my previous communication, I am
meeting with you because you went through the training your site and district personnel put on
culturally relevant strategies. Just to let you know, I have collected some of the presentations and
worksheets used in the workshops and trainings, so you can reference them if needed. I
appreciate your willingness to share how this process worked for you.
As mentioned in our correspondence, this will remain confidential. Thank you for
returning the Signed Consent Form. This will help in gathering the research for my study. I hope
it is ok that I begin the recording of our meeting.
Questions (with transitions):
Opening (for all groups):
Let’s begin by having you tell us a little bit about yourself and your role within the
organization.
(Background questions):
1. What role do you have within your district/school site?

104
2. Can you please share with me your background and experience in education?
3. How do you feel your background and experience have influenced your work?
For Administrators:
I appreciate the context of the work you have been involved in. Let’s transition to
discussing the inclusion of culturally relevant pedagogy within the district’s mission and vision.
1. What are the district’s goals in implementing culturally relevant strategies? (possible
probing to follow)
2. How is this included in the district’s vision for all schools?
3. Who are the key players in leading the conversation and this work?
4. Please describe the district’s process of implementing and training teachers on
culturally relevant strategies. (background)
5. What were some obstacles you encountered when preparing for these workshops?
• What are some obstacles you encounter now as continue to develop the
curriculum?
• Thank you for describing the district’s implementation process. Let’s discuss
the presentations and workshops held to train teachers.
6. How would you describe your role in the implementation process? (Background)
Probing question: What other personnel was involved in the conversations to address
this new priority action step? (Background)
7. Can you please share with me the structure of the training sessions?
8. Do you feel the training and workshops were successful? (Opinion; possible probing
question could be, what are some ways in which you were able to identify success?)

105
9. What challenges did you encounter with delivering and implementing these
workshops? Probing questions:
• What helped you overcome these challenges?
• Is there anything you would like to do differently?
For teachers:
I appreciate the context of the work you have been involved in.
Let’s transition to discussing the inclusion and implementation of culturally relevant pedagogy
throughout the district and how that translated to the training you received to be ready to
incorporate these strategies within a different frame of mind.
1. How do you feel about the inclusion of Culturally Relevant strategies into your
curriculum?
2. Tell me about the professional development activities you participated in. (Probing
question: Which are most important, effective, and influential to your teaching?)
3. What were your thoughts on the approach taken to introduce the strategies to help you
address the needs of your students of color?
4. Do you feel that this approach to training of a new concept was effective? Why or
why not?
5. Implementing a new approach and shifting one’s practice is very difficult. Please
describe your process of implementing new strategies into your classroom. (Probing
question: What strategies were you able to implement in your classroom as a result of
the trainings?)
6. Would there have been a strategy or approach that would have been more helpful
when looking back at all of the training sessions you attended?

106
Closing
Thank you so much for your time in willingness to share this information with me. I
appreciate it. This will really be helpful with my study. Would it be ok to email or call you if I
have any other follow up questions? Also, if you have anything else to add that you feel would
be pertinent to my study, I would really appreciate you reaching out to me.
Again, thank you for your time. Have a great rest of your day.

Abstract (if available)

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Asset Metadata

Creator Rubio, Laura (author)

Core Title The importance of the implementation process to achieve equity in the classroom through culturally relevant pedagogy

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 03/21/2024

Defense Date 07/23/2023

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

Tag change theory,culturally relevant pedagogy,culturally responsive leadership,culturally responsive teaching,culture,diversity,enclosures,equity,OAI-PMH Harvest,positionality

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