What Does a Culturally Responsive Classroom Look Like?

by Annie Dong

For many years and even now, public schools with students of color are oftentimes looked down upon or even underestimated. Many cultures and differences were seen as a problem rather than something that can benefit a classroom. In New York City where cultures are so diverse educators have started to find ways to make a classroom more inclusive and make everyone feel valued and accepted. This is what we call culturally responsive teaching! These studies on how to allow students to feel accepted by their identity is an important step forward in our education system.

In addition, this approach uses one’s experiences and cultural identities as a way to feel empowered inside a classroom. Many researchers have found ways to allow for students to thrive inside the classroom. For example, Geneva Gay has mentioned how this means connecting our learnings in school with our personal experiences which are intertwined with culture and their perspective making it more engaging for students as it relates back to them.This may also help with their motivation as they feel more represented inside a classroom.

To add on, a culturally responsive classroom should look like a place where ALL cultures are valued, and all students should feel safe to speak. This also includes that students are being communicated with and teachers building that strong relationship with their students to form a strong connection. This should not lower any expectations or standards you have placed inside the classroom but rather raise the standards as all students should respect each other inside the classroom. This environment also allows students to think more strongly about everyone and the environment they are in. Hopefully through this way of teaching and setting, we raise successful learners and amazing students that treat everyone equally and respect each other.

Another important factor about building a culturally responsive classroom is the environment students are in. Students should feel welcomed and invited as well as respected by their peers. This can be shown with decorations, bulletin boards, classroom discussions, books, labels, posters, and even lessons, etc. The list goes on and on on ways to show inclusion. The classroom should also value different languages that are brought into the class or their own experiences as we don’t know how each child was raised whether they had a difficult upbringing or were neglected. We have to keep all of that in mind. Multilingual learners especially can feel marginalized and isolated because of language barriers presented. They might feel like they have nobody to turn to which makes it our job to lift that barrier and allow for communication. If the language is ignored or brushed under the students may become disconnected. This can stunt a child’s academic growth as well as emotional growth. Educators are able to minimize barriers by encouraging using different languages, using pictures, having sentence frames, teaching about cultures, and even labeling different items in their language to make them feel included. By practicing and including these strategies into the classroom, we allow for students to become more confident in their learnings and this encourages participation. Culturally responsive classrooms should also focus on the social-emotional aspect where we learn to communicate with each other and respect all members. Educators should encourage students to accept and appreciate how everyone is different and brings different experiences to the table. Making sure all students feel supported which allows them to want to try inside the class.

Furthermore, it has been shown that schools reflect society and are also built around a racist system that prioritizes white norms even though most public schools have students of color. Culturally responsive teaching allows for that system to be challenged and uprooted because there is inherently bias within that system. This also allows for new perspectives to become a learning experience.

Another important factor as mentioned before is the student teacher relationship. Teachers should learn more about their families, languages, traditions, and cultures so that we are able to build that connection so we can learn and be able to build that relationship. We are able to build trust and foster a great learning environment.

Ladson Billings has shown that effective teachers of black students never lower the standards as well as respecting their culture and their identity. Rather than looking down on these students, the educators have found their strengths and worked on that. Ladson Billings developed the CRP framework that highlights the most important thing like the student’s achievements and being culturally competent. The student voices are also what is important by allowing them to share their own opinions and ask questions about everything around them. They are also encouraged to share their own experience. Collaboration between students is also so important. Ways to allow for collaboration is partner/group work and class discussions. Active communication allows for teachers to learn about the different communication styles as well, This allows for teachers to understand different dynamics and ways of communication as many different cultures have different ways of communicating. This way a teacher can avoid misunderstandings. As mentioned before, the standard is still set high and by providing encouragement and support making them set up for success. Students are more set up for success when teachers believe in their ability and provide opportunity to them.

Additionally, one question we should have is what instructional strategies can we use in a culturally responsive classroom? As mentioned, by relating meaningful and relatable experiences to the students the students will become more engaged in the classroom. This also connects academic material with personal making it a strong way to learn. One strategy is using material that is culturally relevant. Examples of including historical perspective that is unbiased as well as books that may have been written by different authors of different backgrounds. Historical perspectives should not have one main perspective as history can be seen from all perspectives. It is important that we talk from an unbiased point of view and encourage students to really question what they are learning about history as well. Another strategy is differentiated instructions. Understanding that all students learn in different ways whether it is visually or auditory, etc. it is our jobs as educators to provide multiple ways for students to be able to access the information we are teaching. ENL students may struggle with a language barrier and we as teachers should minimize that barrier. It’s important teachers are able to provide visual aids, graphic organizers, sentence frames as a support. Adding on, hands-on activity can really benefit all students where students can interact and cooperate together. This not only benefits everyone but supports all learners.

Culturally responsive teaching also allows students to think critically! Students are oftentimes allowed to analyze social issues and discuss them. They are allowed to talk about inequality inside the classroom to analyze and learn from it. Something to really look at and dive into is the Declaration of Independence, which says, “all men are created equal…” This is a perfect example of something students would be able to discuss that talks about possible social issues, what it includes and doesn't include and how the statement is inherently exclusive. When students are able to relate their academic studies to their personal lives they are more likely to succeed.

Some challenges that arise is that there is not enough training or exposure for culturally responsive teaching. Some teachers may have limited training and also teachers may struggle to add these additions into the class without help. Many teachers will struggle to find biases they have (which everyone has) but our goal is to eliminate any biases we have inside a classroom. This may become a struggle to incorporate things in a meaningful way. Another part of the challenge is that discussing social issues or race and equality can be seen as sensitive and controversial. Based on this, many schools may shy away from topics like this or even culturally responsive teaching as it could lead to difficult topics.

However, despite these challenges it is important as these topics are important to discuss. As mentioned previously, being culturally responsive allows for a more engaged classroom with students that become more confident. They are likely to feel more confident which leads to students learning better as well as taking more risks academically. The classroom promotes social emotional learning as well as communicating and understanding making it a welcome and safe space for all students with different backgrounds. This classroom not only promotes students of color, but also students with many identities built into this whole personality. This includes, their language, background, experiences, culture, families, and upbringing. Culturally responsive teaching allows for respect for all backgrounds and supports or promotes differences. By giving value to diversity, we begin to build a stronger community within the class.

All in all, a culturally responsive classroom uses the differences as a strength to support their learnings. Students are expected to treat each other with respect. Teachers work hard to build relationships with both parents and students to build a welcoming environment. Gloria Ladson Billings and Geneva Gay has shown us how important it is for us to address inequalities in education so that schools can be a place where students are able to thrive with confidence in class.

References

• Alim, H. Samy, et al. “Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.”” Harvard Educational Review, vol. 87, no. 1, Mar. 2017, pp. 4–25, https://doi.org/10.17763/1943-5045-87.1.4. Accessed 1 Dec. 2019.'
• “Central Library | Brooklyn Public Library.” Bklynlibrary.org, 17 Feb. 2026, www.bklynlibrary.org/locations/central?gad_source=1&gad_campaignid=17516260242&gclid=CjwKCAjw-8vPBhBbEiwAoA39WtjKmqZNtDjqdAJaWRnW5LjWTthJN_K-g7q_qNTyfRPOSN0ELAvoxhoCP_QQAvD_BwE. Accessed 30 Apr. 2026. priority_high Webpage author
• Will, Madeline, and Ileana Najarro. “What Is Culturally Responsive Teaching?” Education Week, 18 Apr. 2022, www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04.