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Closing the Achievement Gap in the Classroom through Culturally Relevant Pedagogy

Dr. Awilda Hernandez

It has been shown that Culturally Relevant Pedagogy (CRP) is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study's focuses on teachers’ perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: Teachers’ ideas about Culturally Relevant Pedagogy (CRP), and the classroom environment, School and district support on Culturally Relevant Pedagogy (CRP) and social community, Resources and teachers’ training to understand Culturally Relevant Pedagogy (CRP). This paper explores themes to reveal how in-service teachers perceive their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students' everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with a low socioeconomic status, and racial/ethnic minorities will be the focus of this proposed study.