ABSTRACT
This chapter provides a discussion begins with a brief overview of why culturally responsive teaching is a good fit for educating urban students of color. It describes major attributes of culturally responsive teaching. The chapter examines some samples of culturally responsive programs, practices, and effects. The educational conditions of underachieving students of color provided the motivation for the beginning of culturally responsive teaching, and they continue to be its driving force. The percentage of racial minority teachers in urban schools tends to correlate somewhat positively with the percentage of racial minority student populations. Culturally responsive teaching is a paradigmatic shift for educating ethnically, culturally, and racially diverse students. Traditional approaches claim to be based on the premise that racial and cultural differences are insignificant and have no role in the design and delivery of quality education.
