Promoting educators’ use of culturally responsive practices: A systematic review of inservice interventions
Abstract
Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.
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Recent reviews show that PD efforts to raise teachers' intercultural competences can be effective, though several studies indicate participants did not grow as much as initially expected.
“Recent reviews on this topic (e.g., Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2018;Civitillo, Juang, & Schachner, 2018;Parkhouse, Lu, & Massaro, 2019) show that PD efforts to raise teachers' intercultural competences can be effective, though several studies indicate participants did not grow as much as initially expected.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2018
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- Authors
- Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P.
- Affiliations
- University of Virginia (US)
- Johns Hopkins University (US)
- Corresponding author
- Bottiani, Jessika H.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2017-08-16
- Volume
- 69
- Issue
- 4
- Pages
- 367-385
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2749211608
- Cited by
- 158
- References
- 77
- Citations by year
- 2026: 21 · 2025: 31 · 2024: 30 · 2023: 22 · 2022: 14 · 2021: 18 · 2020: 12 · 2019: 6 · 2018: 4
- FWCI
- 2.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Grantee Submission
- Funders
- Institute of Education Sciences (R324A110107)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Global Education and Multiculturalism
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- culturally responsive practice, continuing teacher education, teacher professional development, culturally responsive teaching, educational equity, intervention effectiveness, research quality, causal inference
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