Culturally Responsive Teaching and Its Impact on Diverse Student Populations 1
EDUC 735 Journal Article Critique 2: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations NEW VERSION UPDATE FALL END OF YEAR 2025-2026 Liberty
University
Journal Article Critique: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations
Olivia Jeffery
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Olivia Jeffery.
Email:
, Culturally Responsive Teaching and Its Impact on Diverse Student Populations 2
Journal Article Critique: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations
"Culturally responsive teaching, teacher-student relationship, and school belongingness:
A multi-informant study in ethnically diverse classrooms" is the title of the article that is being
reviewed. It is a peer-reviewed article by Philipp Jugert, Sauro Civitillo, and Francesca Ialuna.
The article was published in 2024. In this study, the researchers examined the relationship
between teacher-student interactions, students' sense of school belonging, and instructors'
opinions about their capacity to instruct students from diverse cultural backgrounds. This critique
aims to provide an overview of the article, examine its strengths and weaknesses, and reflect on
its main points in relation to teachers dealing with diverse students.
Summary
Ialuna et al. (2024) investigated how relationships with students are impacted by teachers'
confidence in implementing Culturally Responsive Teaching (CRT) techniques. They also
explored how connections in turn influence students' sense of school belonging. In order to
create an environment where kids from immigrant and refugee backgrounds feel safe, respected,
and welcomed at school, the authors claim that excellent teacher-student connections are crucial.
CRT values learners’ cultural diversity and uses it in coming up with supportive learning
environments.
A cross-sectional, multi-informant study was employed. Thirty German teachers and 134
fourth graders took part in the study. Around 45% of the students were immigrants or refugees.
Teachers completed surveys on their own CRT self-efficacy and on their perceived level of
conflict with students. Students completed questionnaires about how close they felt to their
teachers. The survey also captured how much they felt they belonged at school. Data were
EDUC 735 Journal Article Critique 2: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations NEW VERSION UPDATE FALL END OF YEAR 2025-2026 Liberty
University
Journal Article Critique: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations
Olivia Jeffery
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Olivia Jeffery.
Email:
, Culturally Responsive Teaching and Its Impact on Diverse Student Populations 2
Journal Article Critique: Culturally Responsive Teaching and Its Impact on Diverse
Student Populations
"Culturally responsive teaching, teacher-student relationship, and school belongingness:
A multi-informant study in ethnically diverse classrooms" is the title of the article that is being
reviewed. It is a peer-reviewed article by Philipp Jugert, Sauro Civitillo, and Francesca Ialuna.
The article was published in 2024. In this study, the researchers examined the relationship
between teacher-student interactions, students' sense of school belonging, and instructors'
opinions about their capacity to instruct students from diverse cultural backgrounds. This critique
aims to provide an overview of the article, examine its strengths and weaknesses, and reflect on
its main points in relation to teachers dealing with diverse students.
Summary
Ialuna et al. (2024) investigated how relationships with students are impacted by teachers'
confidence in implementing Culturally Responsive Teaching (CRT) techniques. They also
explored how connections in turn influence students' sense of school belonging. In order to
create an environment where kids from immigrant and refugee backgrounds feel safe, respected,
and welcomed at school, the authors claim that excellent teacher-student connections are crucial.
CRT values learners’ cultural diversity and uses it in coming up with supportive learning
environments.
A cross-sectional, multi-informant study was employed. Thirty German teachers and 134
fourth graders took part in the study. Around 45% of the students were immigrants or refugees.
Teachers completed surveys on their own CRT self-efficacy and on their perceived level of
conflict with students. Students completed questionnaires about how close they felt to their
teachers. The survey also captured how much they felt they belonged at school. Data were
