What Is Culturally Responsive Teaching?

For decades, researchers have found that teachers in public schools have undervalued the potential for academic success among students of color, setting low expectations for them and thinking of cultural differences as barriers rather than assets to learning.

In response, scholars developed teaching methods and practices—broadly known as asset-based pedagogies—that incorporate students’ cultural identities and lived experiences into the classroom as tools for effective instruction. The terms for these approaches to teaching vary, from culturally responsive teaching and culturally sustaining pedagogy to the more foundational culturally relevant pedagogy. Though each term has its own components defined by different researchers over time, all these approaches to teaching center the knowledge of traditionally marginalized communities in classroom instruction. As a result, all students, and in particular students of color, are empowered to become lifelong learners and critical thinkers.

But as a growing number of states seek to pass legislation banning the teaching of the academic concept known as critical race theory in K-12 schools—as well as more broadly limiting classroom discussion on topics of race, gender, and sexuality—this work is caught in the fray. Some politicians have conflated culturally responsive teaching with separate academic concepts and initiatives, including diversity, equity, and inclusion programs. As a result, legislation gets written in ways that could stifle efforts toward equity in schools, such as policies that can help underserved students, researchers say.

This explainer unpacks what it means to be a culturally responsive teacher, how all these research terms are related, and where other academic concepts such as critical race theory tie in—or not.

What is the definition of culturally responsive teaching?

Culturally responsive teaching means using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction.

The term was coined by researcher Geneva Gay in 2000, who wrote that “when academic knowledge and skills are situated within the lived experiences and frames of reference for students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly.”

It’s the kind of teaching that helps students of color see themselves and their communities as belonging in schools and other academic spaces, leading to more engagement and success.

What is culture, and why is it relevant to student learning?

Culture refers to the customs,...