Examining the impact of culturally responsive teaching and identity affirmation on student outcomes: A mixed-methods study in diverse educational settings

Abstract

This mixed-methods study investigates the impact of culturally responsive teaching (CRT) and identity affirmation on student outcomes across diverse educational settings. Employing a quasi-experimental design with 863 students (aged 14–22) from six institutions across three states in the United States (California, Texas, and New York), the research assessed changes in engagement, belonging, and achievement following a 16-week CRT intervention. Quantitative results revealed significant gains in engagement (Cohen’s *d* = 0.68), belonging (Cohen’s *d* = 0.57), and achievement (Cohen’s *d* = 0.41) for the intervention group. Mediation analyses identified identity affirmation as explaining 42.3 % of the variance, with differential effects by ethnicity and class. Qualitative data from 76 interviews and 24 classroom observations highlighted three key mechanisms: cognitive congruence between teaching methods and students’ sociocultural identities, psychosocial safety fostering authenticity, and identity validation converting stereotype threat into academic efficacy. Structural equation modeling confirmed these pathways (CFI =.942, RMSEA =.038), with stronger effects observed in high-fidelity implementations. The findings underscore CRT’s role in enhancing equity through specific psychological and social processes, offering a validated framework for diverse educational contexts. This study bridges theoretical and practical gaps, providing actionable insights for educators and policymakers to foster inclusive learning environments. The findings have significant implications for educational policy, suggesting the need for systematic investment in culturally responsive teacher preparation, institutional support structures, and accountability measures that promote educational equity across diverse student populations.