Preparing culturally responsive teachers in preK-12: A systematic review of interventions and measurement tools

PreK–12 classrooms are increasingly diverse, requiring teachers to effectively support students from varied cultural, linguistic, and socioeconomic backgrounds through culturally responsive teaching (CRT). This systematic review examines CRT interventions aimed at enhancing teachers’ knowledge, skills, and abilities (KSAs), along with the quantitative tools used to assess outcomes. Following PRISMA guidelines, 22 studies were included in the synthesis. Findings show that while research on CRT interventions has expanded, it remains limited in scope and varies in theoretical and methodological approaches. Most studies targeted pre-service teachers and employed single-group designs, often within mixed-methods frameworks and with relatively small sample sizes. Despite these limitations, interventions were generally associated with improvements in teachers’ KSAs, particularly in attitudinal and self-perceptual domains, highlighting CRT’s potential to support educational equity. The findings emphasize the need for more theory-driven and longitudinal research using validated quantitative measures to strengthen CRT-related teacher education and professional development.