Supporting Cultural Responsiveness in the Classroom: An Exploratory Study of Teacher Profiles.
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| Title: | Supporting Cultural Responsiveness in the Classroom: An Exploratory Study of Teacher Profiles. |
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| Authors: | Knox, Jerica (AUTHOR), Lawson, Tamara K. (AUTHOR), Goodwin, Aijah B. (AUTHOR), Golden, Alexandrea R. (AUTHOR), Arch, Dina Ali Naji (AUTHOR), Fallon, Lindsay (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Apr-Jun2026, Vol. 36 Issue 2, p181-206. 26p. |
| Subjects: | Cultural competence, Latent class analysis (Statistics), Diversity in education, School environment, Psychology of teachers, Teacher role, Teacher development |
| Geographic Terms: | United States |
| Abstract: | Cultural considerations are central to many school consultation models, but consultants may benefit from understanding different profiles of teachers' cultural responsiveness when working with them as consultees. This study aimed to (1) identify distinct profiles of cultural responsiveness among schoolteachers and (2) examine how demographic and school contextual characteristics relate to these profiles. Latent profile analysis was conducted with 118 teachers participating in a culturally responsive professional development program across three school districts in the southeastern United States. The analysis identified three distinct profiles of cultural responsiveness: Proactive (24%), Typical (57%), and Reluctant (9%). Perceptions of school climate were found to be associated with profile membership. These findings highlight the variability in cultural responsiveness among teachers and suggest targeted approaches for enhancing cultural responsiveness through school consultation. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Cultural considerations are central to many school consultation models, but consultants may benefit from understanding different profiles of teachers' cultural responsiveness when working with them as consultees. This study aimed to (1) identify distinct profiles of cultural responsiveness among schoolteachers and (2) examine how demographic and school contextual characteristics relate to these profiles. Latent profile analysis was conducted with 118 teachers participating in a culturally responsive professional development program across three school districts in the southeastern United States. The analysis identified three distinct profiles of cultural responsiveness: Proactive (24%), Typical (57%), and Reluctant (9%). Perceptions of school climate were found to be associated with profile membership. These findings highlight the variability in cultural responsiveness among teachers and suggest targeted approaches for enhancing cultural responsiveness through school consultation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2024.2449340 |
