Experiences of Culturally Responsive Pedagogy in Low Income High Schools: Case Study

This case study will aim to understand the experiences of implementing culturally responsive pedagogy of teachers at a low-income high school. The setting of this school is critical to the research, because it is one of the most poverty-stricken cities in rural Southern Georgia. The theory guiding this study is Crenshaw’s theory of Intersectionality, due to the prominent levels of inequality occurring in the educational sector. The overlying question of the case study is centrally focused on the lived experiences of culturally responsive teaching in low-income schools. The research design is a case study centered on experienced teachers, since teachers can provide invaluable insight into students' lives and curriculum plans. The case study will examine educators' role in students' lives, especially students who are impoverished and lack the necessary backing in the household to succeed academically. The study will consist of 12 low-income schoolteachers who will participate in individual interviews and be asked to document indirect observations. All data collected will be analyzed thematically and developed into codes.