What We Believe, We Practice: The Impact of Beliefs on Culturally Responsive Teaching

Abstract

This dissertation explores the extent to which teachers’ personal beliefs impact their likelihood of using culturally responsive teaching practices in the classroom. With a focus on critical race theory, cognitive dissonance, and teacher agency, this study investigates the degree to which teachers’ multicultural attitudes impact their use of equity-focused instructional methods. A three-part survey was used to gather both demographic data as well as self-reported information related to participants’ attitudes and beliefs and their classroom practices. The findings highlight the various beliefs that act as predictors for the use of culturally responsive practices, as well as those that act as barriers for implementation. This research contributes to the discourse on equity by considering the psychological and structural barriers to inclusive teaching and providing a strategic roadmap for districts to bridge the gap between theoretical multiculturalism and a sustainable classroom transformation.