Qualitative Study Exploring the Perceived Factors that Influence the Use of Culturally Relevant Pedagogy by Highly Qualified K-12 Public School Teachers

Abstract

In America today, K-12 public school classrooms are filled with a growing number of culturally diverse students, which depicts societal change. Teachers have an essential role in acknowledging and appreciating the cultural diversities present in their classrooms. By creating an inclusive learning atmosphere that honors various cultures, teachers can validate the identities of students who have been historically marginalized. Doing so enhances the students’ academic and personal growth and nurtures a broader comprehension and respect for diversity. This study explores the perceived factors that influence the use of culturally relevant pedagogy (CRP) by K-12 public school teachers. Ten current K-12 public school teachers were selected as voluntary study participants. A qualitative phenomenological research design was used to collect triangulated data. Triangulation included a questionnaire, an interview, and a focus group discussion. This method allowed for a more accurate and comprehensive understanding of the participant’s perceptions of using culturally relevant pedagogy. As a result, this study offers a compelling exploration of the perceived factors that influence the adoption of culturally relevant pedagogy and the challenges faced by educators using CRP in their diverse classrooms. The resulting perceived factors that emerged from the analysis of the participants’ rich data include student engagement, preservice training and preparation, and the need for resources and professional development.