| The purpose of this study was to determine the extent to which high school English teachers working in urban high schools in a persistently failing school district in the Northeast exemplified teaching practices that were culturally relevant and culturally responsive to the needs of students of diverse backgrounds. Au’s (1998) proposed theoretical framework of diverse constructivism encompassing seven educator roles deemed necessary to teaching literacy to students of diverse backgrounds was used as the conceptual framework for the study.;A holistic multiple case study design was chosen. The selected design helped to investigate outcomes based on student racial and ethnic demographics, grade level, and number of years of teaching. Qualitative data were gathered through a researcher-developed interview. Participants also were asked to furnish and explain a short series of lesson plans. Observational notes of classroom settings provided tertiary data.;The study showed teachers’ reliance on mainstream social constructivist practices in classrooms and the prevalence of the dominant culture’s values. Moreover, in addition to the minimization of cultural differences and apathy towards diversity, there were responses throughout the interviews among several participants that could be considered examples of cultural deficit thinking. There were references to inadequate parenting and family characteristics and values that limited the teacher’s ability to effectively teach.;A sociopolitical constructivist framework, a modification of diverse constructivism, is proposed that better reflects the need to transform for social action and to promote critical analysis of the historical and social issues that have plagued diverse cultures. Recommendations for school policy, curriculum, and professional development are also provided in addition to recommendations for future research. |
