Abstract

In many countries, there appears to be a persistent academic achievement gap between historically marginalized groups and those viewed as part of the dominant society. Many theorists rationalize this phenomenon with beliefs propagated through economic analysis (Culture of Poverty) and/or Cultural Capital. Theorist of this school assert that some groups simply do not possess the necessary cultural capital to attain high levels of academic achievement., Although many researchers in the United States hold similar views, the researchers of this study have examined and implemented effective educational approaches and theories that ameliorate academic gaps among diverse learners and historically marginalized groups. Using several such theories, as identified in Culturally Responsive Educational Theories, a survey was developed and administered in the United States to measure an educator’s initial level of Cultural Responsiveness, followed by their perception of Cultural Responsiveness after being exposed to Culturally Responsive trainings (Tanner and Frank, 2013). On average, educators in the United States experienced growth after the trainings, moving from low to high levels of Cultural Responsiveness (See Table 3); however, there was still significant opportunity for growth, particularly in the areas of trust building, expectations, locus of control, and learning styles. The research has significant implications for educators desiring to experience academic growth with all learners; particularly, diverse learners who may be viewed as being part of historically marginalized groups.