Lack Of Cultural Responsiveness In Urban Education

I am concerned with the lack of cultural responsiveness; “a student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world” (Huffington Post, 2011) that is currently in curricula of schools. Being a teacher of math, with a growing student population of English Language Learners (ELL), having a culturally inclusive or diverse curriculum to reach them would aid in closing the achievement gap. With the research showing that providing this style of instruction, teachers and schools can benefit greatly as an “effective means of addressing the achievement gap”. (Griner & Stewart, 2012) The issue of not having a culturally responsive practice in curricula for ELL, plays a direct limitation on the success in growth standards of the students and school alike.
However, the research has discovered a key area to the instruction that is missing. The “why”. (Shevalier & McKenzie, 2012) With the achievement gap, and lack of strong cultural responsiveness in urban schools, one would question if it is done intentionally. When it comes to “white education”, why is a cultural responsive classroom, or curriculum not an issue? Why is the achievement gap not as prevalent in the supremacy of white schools? Is cultural responsiveness a “critical race perspective”? (Hayes & Juarez, 2012). When it comes to the racial divide and disparities in education alone, they are enough to cause debate & concern. Add in the fact that processes to reach each student culturally, on their level and understanding, be it ELL or black, the argument divides the communities furthermore. With proven research, the “why” of it needs to be