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<p>Culturally responsive practices are essential components of inclusive school environments that foster learning for all youth. Families have unique and valuable insights about what culturally responsive schools should look like. However, research in this area has given relatively little attention to parent perceptions of culturally responsive school practices. The purpose of this study was to explore parents’ perspectives on teachers’ practices that are responsive to students’ learning and cultural identities. The Double Check CARES model formed a framework for conducting interviews and interpreting data. We interviewed 12 parents (four Black, four Latine, and four White) in one Midwestern U.S. state using a qualitative research approach. Interview transcripts were analyzed using a rapid analysis strategy. Results yielded three themes: (a) teacher receptivity to parent advocacy and collaboration, (b) teachers’ interpersonal skills, and (c) intentional efforts to support students’ needs. Findings have implications for teacher professional development, inclusion of family voices, and fostering an organizational culture of accountability.</p>

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Parents’ Perspectives of Culturally Responsive Practices for Teachers and School Administrators

  • 期刊论文

  • 发表日期：

    2025年8月1日

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  • David Aguayo,
  • Rachel T. Santiago,
  • Destinee Boddie,
  • Nikita McCree,
  • Sruthi D. Gunasekaran,
  • Sindhu Venkat,
  • Wendy M. Reinke,
  • Keith C. Herman

摘要

Culturally responsive practices are essential components of inclusive school environments that foster learning for all youth. Families have unique and valuable insights about what culturally responsive schools should look like. However, research in this area has given relatively little attention to parent perceptions of culturally responsive school practices. The purpose of this study was to explore parents’ perspectives on teachers’ practices that are responsive to students’ learning and cultural identities. The Double Check CARES model formed a framework for conducting interviews and interpreting data. We interviewed 12 parents (four Black, four Latine, and four White) in one Midwestern U.S. state using a qualitative research approach. Interview transcripts were analyzed using a rapid analysis strategy. Results yielded three themes: (a) teacher receptivity to parent advocacy and collaboration, (b) teachers’ interpersonal skills, and (c) intentional efforts to support students’ needs. Findings have implications for teacher professional development, inclusion of family voices, and fostering an organizational culture of accountability.