Abstract

The United States continues to experience a persistent academic achievement gap between European American students and students of color from historically marginalized groups. In response, many researchers have found that culturally responsive educators are able to significantly reduce achievement gaps. In an attempt to better understand the achievement gap and cultural responsiveness, the researchers examined whether teachers’ level of cultural responsiveness differed based on the racial makeup of the student body. Using several theories, as identified in “Culturally Responsive Educational Theories” (2013), a culturally responsive survey was developed and administered to measure teachers’ initial level of cultural responsiveness. The study revealed that teachers who taught in schools with higher percentages of students of color had higher levels of overall cultural responsiveness as well as higher levels of cultural responsiveness as it relates to their efficacy and as it relates to their perspectives on students’ views and values. The findings strongly suggest that culturally responsive qualities are enhanced when educators have greater exposure to diverse learners.