Teachers' Conceptualization of Diversity, Teaching, and Learning In a Culturally Responsive School

This paper seeks to understand how teachers at a local high school conceptualize and value diversity in regards to their own school and community. Through analyzing teachers’ responses to interview questions about their understanding of diversity and evaluation of multiculturalism in their school, researchers can gain a valuable insight into the school culture and seek to produce a learning atmosphere that welcomes, embraces, and values diversity. As schools become increasingly diverse all around the United States, it is essential to understand how faculty and staff members are understanding effects of increasing multicultural in schools, and how they can create a culturally responsive learning atmosphere and community. Thus, this research seeks to answer the question, “how do teachers create, understand and value a culturally responsive teaching and learning environment?”