Page 1 of 20

Advances in Social Sciences Research Journal – Vol. 12, No. 1

Publication Date: January 25, 2025

DOI:10.14738/assrj.121.18147.

Cutley, P. L., & Okojie, F. A. (2025). The Perceptions of Preservice Teachers on Culturally Responsive Teaching Through the Lens of

Geneva Gay Framework. Advances in Social Sciences Research Journal, 12(1). 77-96.

Services for Science and Education – United Kingdom

The Perceptions of Preservice Teachers on Culturally Responsive

Teaching Through the Lens of Geneva Gay Framework

Passion L. Cutley

Jackson State University, Jackson MS 32911

Felix A. Okojie

Jackson State University, Jackson MS 392064

ABSTRACT

This study aimed to understand preservice teachers' perceptions of culturally

responsive teaching within a teacher preparation program, guided by Geneva Gay's

Culturally Responsive Teaching Framework. The research questions examined the

extent of preservice teachers' knowledge of cultural diversity, their ability to

validate the cultural identities of diverse learners, and their implementation of

culturally responsive teaching practices. Utilizing a qualitative methodology, the

study allowed participants to express their views on their preparedness to be

culturally responsive teachers based on their training. The study population

consisted of full-time college students enrolled in a teacher preparation program,

all of whom had some fieldwork experience. The findings indicated that teachers

should establish culturally responsive learning environments that are inclusive and

safe, which includes being aware of their biases and being culturally sensitive to

diverse learners. Additionally, the study highlighted the need for teacher

preparation programs to offer more inclusive teaching strategies and resources to

ensure cultural sustainability as preservice teachers begin working with diverse

student populations.

Keywords: culturally responsive teaching, full-time college students, inclusive.

INTRODUCTION

The demands for higher education institutions to adequately prepare preservice teachers for

the workforce are steadily increasing (Acquah et al., 2020). In public education today, diversity

efforts are increasingly expanding to ensure more ethnic curricula, recruitment of diverse

faculty and staff, and a focus on creating more inclusive learning opportunities (Cells et al.,

2023). Most school districts generally take a practical approach to consistently embrace

diversity to support the academic success of all students. It can be incredibly challenging for

preparation programs within higher education to supply preservice teachers with the skills

needed to be successful (Gay, 2018). Academic success can be challenging for all students,

regardless of gender, race, or socio-economic background. These obstacles are often more

pronounced for students of color. As the population in schools becomes increasingly diverse, it

is essential to explore new and creative strategies to support the academic success of students

of color (Assari & Caldwell, 2018). Students of color may have different backgrounds,

languages, dialects, experiences, and country of origin, which requires that they receive an

education that meets their needs.

Page 2 of 20

78

Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 01, January-2025

Services for Science and Education – United Kingdom

Racial and ethnic bias in education has a long history in the United States (White, 2021).

Teachers contribute to these inequities because of a set of beliefs about teaching based on their

prior experiences as students (Ladson-Billings, 2022). It is safe to believe that teacher

preparation programs are essential in changing behaviors and beliefs. Studying preservice

teacher beliefs, especially regarding students of color, is critical for teacher education reform.

Many preservice teachers lack knowledge of diverse cultures, yet they enter classrooms

expected to fully address the diverse learners' academic needs (Kinter-Duffy et al., 2019).

Preparing preservice teachers for culturally diverse classrooms has been essential for teacher

education. Several accreditation boards have established mandates to ensure teacher programs

embed various concepts into their curriculum (Chiu, 2017). The Council for the Accreditation

of Education Preparation (CAEP) understand the importance of ensuring preservice teachers

are adequately prepared to address the needs of all learners by training them to adhere to

multiple viewpoints, deepen their understanding of diverse learners, and demonstrate respect

for learners (Marchitello & Trinidad, 2019). However, effective communication and gaining

awareness of their biases and ideas regarding race is critically important (Chiu, 2017). Several

studies have indicated that many preservice teacher perceptions have been influenced by a lack

of cultural knowledge and training on multicultural education (Chiu et al., 2017; Gay, 2018;

Moore et al., 2021; Nganga, 2020).

Teacher preparation programs offer various approaches to educating preservice teachers for

diverse students. Still, many must adequately prepare preservice teachers for the challenges

they may face when providing a culturally responsive classroom. There are many methods that

institutions employ to address diversity. Some examples include fully inclusive preparation

program, while other institutions offer one-course requirements to assist preservice teachers

in preparing for the diverse population of learners (Kennedy & Lopez, 2022).

Regardless of the approach used, preservice teachers must be ready to work with diverse

learners (Banks, 2008; Bodur, 2016). Gorski & Parekh (2020) examined how college instructors

taught multicultural education. Findings revealed college instructors who were more

conservative in their approach to multicultural teaching strategies perceived their institutions

to be more supportive of their work. Typical multicultural education addresses preparing

teachers to celebrate diversity, but more conventional approaches to multicultural education

fail to prepare instructors to understand and respond to ways inequity is embedded within

schools (Gorski & Parekh, 2020). The primary goal of education is to assist students to

effectively socialize with peers, even peers from other cultural and ethnic backgrounds. When

teachers provide a safe place for students to learn from and about each other in meaningful

ways, it has lasting, positive outcomes (Gay, 2000).

Diversity in public schools requires adequate training for preservice teachers to appreciate the

importance of diverse learners' social-cultural and religious values and how cultural

backgrounds influence academic success. The study by Taylor et al., (2016) found that most

preservice teachers felt that a course and/or seminar on multicultural education played a

significant role in them becoming culturally aware but felt additional training and inclusion in

multicultural education in the school curriculum was needed. The study provided insight for

teacher education, policy leaders, and curriculum and development planners who need to

reform teacher preparation programs and multicultural education by making it an integral part

Page 3 of 20

79

Cutley, P. L., & Okojie, F. A. (2025). The Perceptions of Preservice Teachers on Culturally Responsive Teaching Through the Lens of Geneva Gay

Framework. Advances in Social Sciences Research Journal, 12(1). 77-96.

URL: http://dx.doi.org/10.14738/assrj.121.18147

of teaching and learning at all levels in academia with a significant shift towards preservice

teacher preparation.

CONCEPTUAL FRAMEWORK/LITERATURE REVIEW

Culturally Responsive Teaching (CRT), developed by Geneva Gay (2000), is based on the idea

that "culture" is essential for real learning to take place. This theory, “suggests that students

cultural and social experiences should be used in structuring the educational process and

culture is important for individuals to learn, realize, and interpret information" (Karatas, 2020,

p.1).

This study framework utilized Culturally Responsive Teaching (CRT) developed by Geneva Gay

(2000; 2018). Culturally Responsive Teaching is defined as using knowledge, background

information, prior knowledge, and learning styles of diverse students to make learning more

engaging and appropriate for them to be successful (Gay, 2000; 2018). Culturally responsive

teaching by having several important traits include: (1) validating, (2) comprehensive and

inclusive, (3) multidimensional, (4) empowering, (5) transformative, (6) emancipatory,

(7) humanistic and (8) normative and ethical.

Traits Descriptions of Traits

Validating Affirms cultural differences asserting that a caring and supportive learning

environment, student heritage, and acknowledgment of ethnically diverse

communication styles of students.

Comprehensive

and Inclusive

Improves academic achievement and helps students of color embrace identity

and develop a sense of belonging and places high expectations on all learners

and provide opportunities for learners to take ownership of their learning.

Multidimensional Utilize various resources and teaching techniques to meet the needs of diverse

learner and requires teachers to incorporate cultural knowledge, experiences,

beliefs, and other teaching competencies while ensuring the curriculum and

instruction provides accurate information to meet the needs of ethnic

diversity.

Empowering Allows students believe they can learn and should be motivated to be

persistent in achieving their learning goals.

Transformative Rejects traditional educational practices and focuses on respecting cultures and

experiences while using various resources to promote teaching and learning and

provides opportunities for students to practice tolerance for others in the classroom

as well as throughout the school and in the community.

Emancipatory Teaches students not to accept the traditional views of mainstream society but

to apply new information generated by various ethnic groups to formulate

new understandings and views, which allows them to become more involved

in their learning.

Humanistic Helps acquire knowledge about various ethnic groups so they can understand

how they have contributed to the greater society.

Normative and

Ethical

Explores the misconceptions of mainstream society's educational views that

subscribe to the Eurocentric culture that the dominant group has power and

privilege over ethnic groups.

The components are meant to “convert ideas into actions” (Gay, 2018). The components are

described to be culturally responsive, and they serve to demonstrate care and building learning

Page 4 of 20

80

Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 01, January-2025

Services for Science and Education – United Kingdom

communities, communicate effectively with ethnically diverse students, develop a cultural

diversity curriculum, and examine students' learning styles. This study addressed only three of

the four components including care, communication, and diverse curriculum.

The first component, care, is infused into all components of CRT. CRT focuses on ensuring

teachers express positive attitudes and clear expectations, view students as human beings, and

acknowledge the cognitive abilities of students of color specifically (Gay, 2000). The second

component is communication and is a part of an individual's culture (Gay, 2000). Even if

individuals speak the same language there are cultural differences that must be acknowledged.

The third component is diverse content, which emphasizes that students of color are more

successful when multicultural education is embedded within the curriculum (Gay, 2000; Gay,

2018). The curriculum should be revised to ensure diversity and inclusion meet all students'

cultural diversity needs. The last component is cultural related instructional strategies; this aids

teachers in utilizing learning styles and cultural identities for students of color to influence

learning (Gay, 2000). Learning styles is the process used to gather and obtain information, not

whether an individual learned the information provided.

While each trait of CRT must embody the four above mentioned components, CRT also

maintains respect for the cultural background of all learners and a focus on learners' academic

needs and interests. CRT shows that traditional (White-middle-class) curricula and pedagogies

are dominant and do not serve the needs of students from diverse backgrounds (Garrett et al.,

2021; Wlodkowki and Ginsberg1995). CRT acknowledges specific cultural identities and

appreciates resources for learning; students of color feel more connected to their learning and

have more desire to succeed and learn. Students enter the classrooms with lived experiences,

and teachers also bring their identities. Therefore, teachers must incorporate instructions that

understand that individuals bring with them many forms of knowledge and experiences while

at the same time understanding that there is not one way to provide instruction, especially true

for diverse learners (Flynn et al., 2017, cited by Doran, 2021).

The educator shortages represent a real challenge for schools, negatively affecting students of

color, including individuals from rural areas, economically disadvantaged backgrounds,

students with disabilities, and multilingual learners (U.S. Department of Education, 2023).

Emphasizing diversity in classroom settings, a concept that has been suggested in an

instructional approach, has been encouraged for years. The Grutter v. Bollinger (2003)

Supreme ruling indicated that diversity in classroom settings enhances educational outcomes

and equips students more effectively for a rapidly diversifying workforce. The courts found that

race could be an admissions factor in higher education. This court ruling jumpstarted the use

and implementation of multicultural education in all educational settings (Hutchison &

McAlister-Shields, 2020). Subsequently, CRT emerged as an essential part of educator

preparation programs, which provides future educators with strategies that increase inclusion

and focus on the academic advancement of students by using culture as an instructional tool to

scaffold learning for all learners (Hutchison & McAlister-Shields, 2020).

According to Villegas and Lucas (2002), higher education teacher preparation programs that

require a course in multicultural education are not enough. In addition, faculty are not known

for infusing diversity into their curriculum. An "infusion strategy" has been deemed as the best

approach; this design infuses all facets of diversity into the program's curriculum; however,

Page 5 of 20

81

Cutley, P. L., & Okojie, F. A. (2025). The Perceptions of Preservice Teachers on Culturally Responsive Teaching Through the Lens of Geneva Gay

Framework. Advances in Social Sciences Research Journal, 12(1). 77-96.

URL: http://dx.doi.org/10.14738/assrj.121.18147

there is no evidence to support how practical this approach is for long-term benefits because

most teacher educators lack the skills themselves to adequately address diversity issues

(Villigas & Lucas, 2002). Findings further indicated that preservice teachers must develop

meaningful and caring relationships, which promote informed instructional practices when

working with English Language Learners (Ramirez et al., N.D.). The researchers suggest that

teacher preparation programs provide opportunities for preservice teachers to become more

informed about culturally and linguistically responsive teaching and its impact on E.L.s, become

immersed in coursework addressing issues facing E.L.s, and acknowledge the importance of

language on education (Ramirez et al., N.D.).

Teacher discrimination also negatively affects academic performance (Assari & Caldwell,

2018). According to the U.S. Department of Education (2020), African American students made

up 13.8% of the student population in 2018, with 17.9% of these students having a disability.

The Department of Education (2021) indicated that Black students were more like to be

identified with an intellectual disability or an emotional disturbance. In addition to teacher

discrimination, student gender impacts success in the classroom. Black male students have the

highest number of out-of-school suspensions than other ethnic groups. Akcaoglu and Kayis

(2021) revealed that intercultural sensitivity is the cause of the relationship between

preservice teacher multicultural attitudes and teacher sense of efficacy. One of the major

challenges facing teacher preparation programs is to prepare teachers with a sufficient level of

self-efficacy so they can meet the needs of diverse learners (Akcaoglu & Kayis 2021). There has

also been research to support the importance of preservice teachers demonstrating cultural

sensitivity. These findings also determined that depression and anxiety symptoms present in

young Black adolescence can profoundly benefit from culturally sensitive approaches in the

classroom (Behrhorst et al., 2022).

Research by Acquah et al. (2020) examined how modeling culturally responsive teaching

strategies to preservice teachers fosters positive learning experiences and teaching strategies

that will assist them in the future. This research asserted that effective modeling helps

preservice teachers examine their thinking behind the methods presented and encourage self- reflection. This research drew on Ladson- Billings (2022), Gay (2000, 2018), and Villegas and

Lucas' (2002) principles to incorporate diverse classroom strategies into an elective

multicultural education course for teacher candidates.

Teacher perceptions of cultural and linguistic responsive approach has also been studied

through the lens of culturally responsive teaching on the premise that teacher belief systems

directly impact cultural and linguistic practices (Lubin et al., 2020). This research concluded

that teachers must develop systematic reflective approaches, such as being flexible in thinking

about diversity, considering other perspectives, and actively incorporating cultural and

linguistic practices. Additionally, Adams and Kacmarczyk (2023) studied preservice teacher

preparedness to create lesson plans utilizing culturally responsive teaching and reading

methods establishing several factors in creating the lesson plans that align with social justice

and culturally responsive teaching strategies. This research posited that participants had some

knowledge of culturally responsive teaching reading instruction but failed to explicitly connect

reading instruction and societal issues and advocacy, which was acknowledged has been an

ongoing challenge for preservice teachers. Participants also indicated that they needed help

adequately explaining their reading selections despite their lesson plans having elements of

Page 6 of 20

82

Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 01, January-2025

Services for Science and Education – United Kingdom

CRT. The findings are valuable to teacher educators as they attempt to guide and help

preservice teachers align the core curriculum with the needs of diverse learners (Adams &

Kacmarczyk, 2023).

Several studies have explored stereotypes and stereotype threats that affect the academic

performance of students of color (Nganga et al., 2021). Research determined that stereotype

threats and perceived discrimination in educational settings hinder students of color success,

whereas perceived an equal treatment can threaten student sense of belonging (Baysu et al.,

2016). When exposed to stereotypes in academic environments, stereotype threats

significantly affect students academic performance and influence school belonging (Allen &

Webber, 2019). This perception arose from mainstream society's avoidance of African

American culture, which promotes low expectations and negative beliefs of African Americans

and often hinders a positive relationship between teacher and student (Ladson-Billings, 2022).

Preservice teachers with fixed beliefs showed greater biases towards their students and are

more likely to encourage comparison among students; student motivational and achievement

varied when students have contact with teachers with more fixed or incremental beliefs

(Stephens et al., 2021).

A study was conducted analyzing teacher perceptions of their Latino students in a state that

has seen a significant increase in the enrollment of Hispanic students. Study findings revealed

that deficit thinking aligned with their students' perceptions can directly influence student

expectations and instructions (Almager, 2018). Results revealed that teachers may want to

sympathize with their students; ultimately, they blame the students for their predicament.

Teachers' biases maintain barriers that impacted the planning and delivery of instruction to

students. Teachers' lack of self-reflection caused them to remain overwhelmed and clueless

about why students were not performing (Almager, 2018).

The connection between preservice teachers' attitudes on their preparedness and abilities to

instruct students from culturally and linguistically diverse backgrounds has also been analyzed.

Findings yielded favorable results for preservice teachers who revealed confidence in their

abilities and preparedness to instruct culturally and linguistically diverse students because the

participants indicated exposure to Culturally Responsive Teaching. Results also emphasized

the importance of multicultural education in teacher preparation programs. Despite the study

results, most teachers often enter the classroom underprepared to address culturally and

linguistically diverse students, which leads to deficit thinking, low expectations, and inadequate

approaches to teaching and learning (Adegbola, 2022).

White teachers in diverse classroom settings enter with "dispositional and pedagogical

roadblocks," which include deficit ideology, low academic expectations, and limited knowledge

about culturally related materials (Logan et al., 2018; Davis & Museus, 2019). Students of color

face challenges that White teachers do not encounter. Although numerous research studies

have explored the concept of white privilege, differing opinions persist. Some recognize its

existence but believe emphasizing it could contribute to greater societal division. Other argue

that instead of focusing on white privilege, attention should shift towards promoting diversity

and inclusion (Vaughan, 2019). Along these same lines, Ramsay-Jordan (2020) addressed the

cultural mismatch among teachers and students. This study examined preservice White

teachers' perceptions of their Black students race and culture and how those factors impacted

Page 7 of 20

83

Cutley, P. L., & Okojie, F. A. (2025). The Perceptions of Preservice Teachers on Culturally Responsive Teaching Through the Lens of Geneva Gay

Framework. Advances in Social Sciences Research Journal, 12(1). 77-96.

URL: http://dx.doi.org/10.14738/assrj.121.18147

their teaching (Ramsay- Jordan, 2020). When cultural mismatch is present, it creates deficit

thinking and produces unhealthy relationships between teachers and students. Teacher

preparation programs must provide opportunities for teachers to examine the necessary

competencies on how dominant views regarding race have a direct effect on their thinking and

learn to embrace ethnically diverse students' cultures, which will aid in closing the cultural gaps

that exist in educational settings (Ramsay-Jordan, 2020). When teachers' perceptions are

realized, then the consequences for students of color can have harmful effects (Ladson-Billings

(2022).

Teacher preparation programs must assist teachers of color in transferring their knowledge of

culture into teachable content (Farinde-Wu et al., 2020). Teacher education programs are

crucial in supporting the retention of Black female teachers. However, these programs

currently do not provide Black preservice teachers with the same level of preparation as their

White counterparts (Farinde-Wu et al., 2020). Farinde-Wu et al., (2020) conducted a study on

twelve Black teachers to determine their perceptions of their teacher preparation program;

their findings indicated that their teacher preparation program did not fully prepare them for

the teaching profession. Also, the participants noted that their respective programs impacted

their teaching abilities and played a significant role in their desire to leave the teaching

profession (Farinde-Wu et al., 2020). Most U.S. states require that preservice teachers have

some working knowledge of teaching diverse learners; for many higher learning institutions

consists of a single course (Kennedy & Lopez, 2022). Researchers sought to analyze the

effectiveness of a single course in multicultural education (SCME) and to address the ongoing

issue of how one course can develop and prepare primarily White preservice teachers to

effectively teach students of color (Kennedy & Lopez, 2022). Findings aided in the development

of a conceptual framework and course revisions to enhance the instructional focus that aligns

to effectively develop preservice teachers' knowledge before addressing classroom pedagogy.

An effective multicultural education curriculum should have a "transformational approach,"

one in which students view educational topics, concepts, and problems through several ethnic

lenses that have a strong focus on social justice (Kennedy & Lopez, 2022). The overall

conclusion determined that if a single course of study in multicultural education is available,

then the course must encompass teaching and learning through a culturally responsive lens to

ensure preservice teachers have the necessary knowledge, disposition, and belief to be

successful (Kennedy & Lopez, 2022).

A study conducted with six teacher educators who assessed culturally responsive practices in

their coursework showed that the comfort that teacher educators have with the subject matter

and the more conventional interpretations of it that they then impart to their teacher

candidates account for the teacher educator levels of confidence in incorporating ethnic and

cultural diversity content into their curricula and in the way they deliver instruction (Menna,

2022). The study concluded that teacher educators must first wrestle with the ideas of race,

racism, and power before asking teacher candidates to participate in anti-racist, community- based pedagogy followed by making a connection between these experiences and their work

(Menna, 2022).

METHOD

This study examined preservice teacher perceptions of culturally responsive teaching within

their preparation using the Geneva Gay Culturally Responsive Teaching Theory. The theory has