Date

5-2026

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

Major

Elementary Education

First Advisor

Paoze Thao

Abstract

Culturally Responsive Teaching (CRT) has been thoroughly researched, and its effects have been well documented. However, when responding to Cultural diversity within the classroom, most researchers and educators focus on racially, ethnically, and linguistically diverse cultures. Despite this, CRT has proven its effectiveness for all students, and can be adapted for any minority culture. This study aims to explore the effectiveness of CRT for Queer students. As well as, the barriers, limitations, and hesitations in regards to its implementation. Using surveys conducted on students and educators alike, insights are provided in regards to student experiences and educators perspectives. Additionally, a comprehensive publications analysis is conducted to provide literary data and verify accuracy.

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