Educational Outcomes, Culturally Responsive Practices, and Identity: A Review of Literature

Culturally responsive practices (CRP) has guided instructional practices and school-wide programming since its introduction a little over three decades ago. This pedagogical approach has significantly impacted K-12 settings, teacher preparedness, and students’ overall academic achievement and engagement in U.S. schools. Additionally, research has shown positive effects on the well-being and achievement of students who have been historically underrepresented and marginalized in school communities. However, little research has explored best practices to support historically marginalized students with intersectional identities and what supports currently exist to enhance effective practices both inside and outside the classroom for these specific students. In this study, we reviewed 36 articles that include culturally responsive instructional practices in K-12 settings, specifically focusing on outcomes for students with intersectional identities. We provide outcomes centered on academic achievement, teacher roles, familial support, and best practices for students. We also illustrate the alignment between CRP models and the Intersectionality framework to inform effective practice. Limitations and implications for practice are discussed.