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Abstract

Many educational resources discuss culturally responsive teaching, emphasizing the importance of acknowledging and valuing students' diverse backgrounds. This study examines the concept of culturally responsive teaching and its significance. The research indicates that these practices are associated with improved academic performance, student engagement, and social and emotional development. Implementation issues persist, necessitating strategic action from leaders. There is a significant gap in research regarding the intersection of students' identities in the context of culturally responsive teaching. The study employed quantitative and descriptive research methods and surveyed 150 teachers from public and private schools. The results indicated that the majority of participants agreed on the significance of teachers being culturally sensitive. The study recommended that teachers engage in continuous learning, integrate cultural diversity into their lessons, align policies with research findings, and conduct further research to investigate barriers hindering teachers from promoting cultural diversity and the lasting impacts of these teaching approaches.