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This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

This discussion focuses on an aspect of teacher education for diversity that is frequently mentioned but not developed in sufficient detail. It is preservice teachers’ and teacher educators’ attitudes and beliefs about racial, cultural, and ethnic differences.These are the ideological anchors of teaching decisions and behaviors and meet Cuban’s criteria of deep structures and second-order targets of educational reform.