Parents' Perspectives of Culturally Responsive Practices for Teachers and School Administrators.
Culturally responsive practices are essential components of inclusive school environments that foster learning for all youth. Families have unique and valuable insights about what culturally responsive schools should look like. However, research in this area has given relatively little attention to...
| Published in: | Journal of Child & Family Studies Vol. 34; no. 9; pp. 2333 - 2348 |
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| Main Authors: | , , , , , , , |
| Format: | Article |
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Springer Nature
Sep2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187972954&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187972954 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Sep2025 vid: 34 iid: 9 pid: 237 pub: Springer Nature artinfo: ui: 187972954 10.1007/s10826-025-03118-8 ppf: 2333 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 725KB tig: atl: Parents' Perspectives of Culturally Responsive Practices for Teachers and School Administrators. aug: au: Aguayo, David Santiago, Rachel T. Boddie, Destinee McCree, Nikita Gunasekaran, Sruthi D. Venkat, Sindhu Reinke, Wendy M. Herman, Keith C. affil: https://ror.org/02ymw8z06 Missouri Prevention Science Institute, University of Missouri, Columbia, MO, USA su: Midwest (U.S.) Medical personnel Qualitative research Interprofessional relations Cultural competence Interviewing Responsibility Parent attitudes Teachers Psychology of parents Interpersonal relations Consumer activism Patients' families School administrators Thematic analysis Research Research methodology Conceptual structures Professional employee training sug: subj: Medical personnel Qualitative research Interprofessional relations Cultural competence Interviewing Responsibility Parent attitudes Teachers Psychology of parents Interpersonal relations Consumer activism Midwest (U.S.) Patients' families School administrators Thematic analysis Research Research methodology Conceptual structures Professional employee training keyword: Culturally responsive practices Education Curriculum and Pedagogy Specialist Studies In Education Studies in Human Society Sociology Parent–school collaboration Parents' advocacy Teacher preparation Culturally responsive practices Education Curriculum and Pedagogy Specialist Studies In Education Studies in Human Society Sociology Parent–school collaboration Parents' advocacy Teacher preparation ab: Culturally responsive practices are essential components of inclusive school environments that foster learning for all youth. Families have unique and valuable insights about what culturally responsive schools should look like. However, research in this area has given relatively little attention to parent perceptions of culturally responsive school practices. The purpose of this study was to explore parents' perspectives on teachers' practices that are responsive to students' learning and cultural identities. The Double Check CARES model formed a framework for conducting interviews and interpreting data. We interviewed 12 parents (four Black, four Latine, and four White) in one Midwestern U.S. state using a qualitative research approach. Interview transcripts were analyzed using a rapid analysis strategy. Results yielded three themes: (a) teacher receptivity to parent advocacy and collaboration, (b) teachers' interpersonal skills, and (c) intentional efforts to support students' needs. Findings have implications for teacher professional development, inclusion of family voices, and fostering an organizational culture of accountability. Highlights: Parents require collaborative, culturally responsive approaches with educators to advocate for their children. Parents' perceptions of culturally responsive practices from educators include empathic behaviors towards students and their families, learning of the needs of the students, and proactive communication with parents. Parents' experiences with culturally responsive practices implemented by educators highlight the importance of intentionally supporting students diverse and individual needs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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