Date Approved
12-7-2023
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Petroelje Stolle
Academic Year
2023/2024
Abstract
It is no surprise to educators that classrooms are filled with children of all different backgrounds. Most teacher preparation programs try their best to prepare educators to teach students of diversity and support inclusion in the classroom. However, educators are still finding themselves lacking the skills needed to incorporate culturally responsive teaching (CRT) into their classrooms. Students of all backgrounds need inclusive practices to be successful. It is important to all students that they feel supported and seen in the classroom, without these practices schools start to see a decline in graduation rates and an increase in dropout rates. Many students with diverse backgrounds already come to school with disadvantages surrounding their education and homelife. Educators should be familiar with culturally responsive practices and become confident in incorporating them into the classroom for the success and wellbeing of their students.
ScholarWorks Citation
Batzer, Haylee, "Narrowing the Achievement Gap: Culturally Responsive Teaching for African American Students" (2023). Culminating Experience Projects. 397.
https://scholarworks.gvsu.edu/gradprojects/397
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Elementary Education and Teaching Commons
