Supporting Cultural Responsiveness in the Classroom: An Exploratory Study of Teacher Profiles

Abstract

Cultural considerations are central to many school consultation models, but consultants may benefit from understanding different profiles of teachers’ cultural responsiveness when working with them as consultees. This study aimed to (1) identify distinct profiles of cultural responsiveness among schoolteachers and (2) examine how demographic and school contextual characteristics relate to these profiles. Latent profile analysis was conducted with 118 teachers participating in a culturally responsive professional development program across three school districts in the southeastern United States. The analysis identified three distinct profiles of cultural responsiveness: Proactive (24%), Typical (57%), and Reluctant (9%). Perceptions of school climate were found to be associated with profile membership. These findings highlight the variability in cultural responsiveness among teachers and suggest targeted approaches for enhancing cultural responsiveness through school consultation.

Publication Title

Journal of Educational and Psychological Consultation

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