CRS Resource Repository

This article decribes eight meaningful classroom practices to promote equity in order to ensure that students of all identities and backgrounds can succeed. These practices include starting with yourself, modeling equity, being flexibile with online learning, addressing inappropriate remarks, creating equitable classroom enviornments, accomodating for differing learning styles, examining teaching materials, and giving students a voice.

North Carolina's Department of Public Instruction provides culturally responsive resources for teaching about American Indians through this site. The resources include recommended texts, related publications, and other teaching tools.

The website offers a collection of resources for kids and teens focused on important social issues like bullying, human rights, and diversity. It includes platforms such as Kids Against Bullying, Teens Against Bullying, The Trevor Project, Youth for Human Rights, and Teaching Tolerance, along with resources from organizations like The Matthew Shepard Foundation, The United Nations, and the United States Holocaust Memorial Museum, all aimed at fostering inclusion, education, and social justice.

A teacher shares four culturally responsive teaching methods she has found successful in her classroom. These include building a positive classroom culture, getting to know students and families, providing opportunities for students to see themselves in learning, and setting high expectations for all students.

This site provides video lessons that address ways to embrace diversity and unity in a social studies classroom. The lessons reflect themes of culture, change, enviornments, institutions, power, global connections, and civic ideals. The purpose of the video lessons is to offer specific classroom activities and strategies that educators can use to incorporate diversity and unity into their own lessons.

This article seeks to answer the question: What are specific ways to make lessons more culturally responsive and culturally sustaining? The author provides several answers, from critically examining classroom books to ensure they are diverse, to organizing student-led class meetings where students can discuss their goals or engage in a bonding activity.

This article outlines how student choice can be utilized in the classroom to promote culturally responsive ideals. It explains using choice of what, choice of how, and choice of assessment as strategies to bring more student voice, and by extension inclusion and diversity, into the learning experience.

​The Massachusetts Department of Elementary and Secondary Education (DESE) emphasizes the importance of culturally and linguistically sustaining practices to create affirming educational environments that honor and reflect the diverse cultural and linguistic backgrounds of all students. These practices involve integrating students' identities and experiences into the curriculum, promoting high expectations, and providing targeted support. DESE's educational vision aims for all students, particularly those from historically underserved communities, to have equitable opportunities to excel through engaging, relevant, and interactive learning experiences that connect to their backgrounds and utilize evidence-based practices.

This blog post by Dionne Aminata provides strategies for K-5 Math teachers can incorporate culturaally responsive pedagogy giving some grade-level based lesson examples. She calls educators to build their cultural knowledge of their students, and use that knowledge to provide instruction that allows all students to effectively learn and process information. On this basis, she suggests building cultural knowledge, provision of opportunities for effective meaning-making, , and building relational trust as the strategies teachers can incorporate to support culturally responsive pedagogy.

This chapter in the Handbook of Leadership and Administration for Special Education provides guidance for leaders seeking to implement culturally-responsive practices at the system-wide level. The authors argue that culturally-responsive education is critical in promoting equity and access for students from diverse backgrounds. They provide specific strategies for creating a culturally-responsive system, including building cultural competence, engaging families and communities, and creating a culturally-responsive curriculum. The chapter is a valuable resource for educators and administrators seeking to promote equity and inclusivity in education through culturally-responsive practices.

This article highlights the importance of productive struggle in student learning. The article suggests that when educators talk less and allow students to struggle with content, it can lead to better retention of learning. It provides examples of productive struggle, such as problem-solving, questioning, and group work. The article emphasizes the importance of creating a safe and supportive learning environment, where students are encouraged to take risks and engage in productive struggle.

Since the media can often perpetuate racial stereotypes, this guide points to tips on how teachers can make their students more aware of these offensive generalizations. This list includes probing questions to ask children how they see differents races represented on a show, and encourages teachers to take moments to explain why media can be deceiving and biased. These practices will hopefully make children more distrustful of bias and racialization.

​PBS offers a comprehensive guide for parents to engage young children in conversations about race and racism. The resource provides age-appropriate strategies, including introducing diversity concepts early, discussing stereotypes and discrimination, modeling inclusive behavior, supporting diversity-focused events, and celebrating differences. Additionally, PBS KIDS features a special episode titled "PBS KIDS Talk About: Race and Racism," where real families have honest discussions on race and racial justice in an age-appropriate manner.

This article by Sarah Schwartz describes a collaborative teacher professional development initiative in West Virginia. The initiative involved teacher coaching and professional development systems which connected teachers with others in their subjects and grade levels. The initiative is said to be beneficial to students as it increased class participation and yielded better math test scores.

In Culturally Responsive Teaching: Teaching Black History in Culturally Responsive Ways, Rann Miller argues that Black history is integral to American history and should be woven throughout the curriculum year-round. He emphasizes that teaching Black history through a culturally responsive lens empowers students, challenges dominant narratives, and fosters a more accurate and inclusive understanding of the past.