Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students’ culture and learning. This paradigm is called Culturally Responsive Teaching. This study followed 22 secondary mathematics and science teachers. The goal was to analyze some of the strategies used in urban schools, while at the same time determining whether these strategies were culturally responsive. Results show that teachers incorporated their students’ interests into the curriculum, making connections with real-life and allowing students to make many choices.

人口统计数据显示，所有城市环境中的学生群体都越来越多样化。另一方面，在学生人数和教师队伍方面仍然存在差异，因为大多数美国教师主要是中产阶级、女性、单语和欧洲血统。这种差异增加了本已复杂的职业的复杂性。为了弥合这种文化差距，研究人员提倡改变教学范式，让教师了解学生的文化与学习之间的关系。这种范式被称为文化响应式教学。本研究跟踪了 22 名中学数学和科学教师。目标是分析城市学校使用的一些策略，同时确定这些策略是否具有文化响应性。