Abstract In the USA, culturally responsive teaching (CRT) is the practice by which educators consider the multiple positionalities of themselves and the students they teach in relation to the material being taught. This paper examines the basics of CRT, those who have contributed to its scholarship, the connection of CRT to other educational and/or psychological concepts, the impact of CRT on current classroom culture, and how CRT can be used more holistically in education in the future. The methodology adopted for this research is considered bibliographic in nature, compiling sources on a variety of subjects to better understand culturally responsive teaching and its place in the USA. This paper asks the following research question: What impact has CRT had on American education and what are its prospects for the future?.
Hailey Schramm (2026) studied this question.