For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

几十年来，种族和族裔少数群体的青年在学校的入学机会和机会分配不均，导致学业成绩不公平。教育工作者需要知识和技能来提供相关指导并创造一个更有支持性、更有效的课堂环境。该系统评价包括 24 项定性和定量研究，其中研究人员调查了一种具有文化敏感性的课堂干预或实践，以促进种族和少数族裔青年的学术成果。在这些研究中，作者描述了几种促进学业成功的方法：(a) 与家庭建立真正的伙伴关系，(b) 使用融入学生文化的有效教学法，以及 (c) 获得严格的专业发展。此外，对研究的方法学质量进行评估，定性作品比审查的定量研究更常符合设计标准。这意味着需要进行额外的研究，为教育工作者提供全面支持，为所有学生设计有效的教学环境，尤其是那些历来在学校遇到系统性障碍的学生。