Black Professor, White Students: Reflecting on the Relevance of Culturally Responsive Teaching with Predominantly White Students in a Graduate Teacher Preparation Program
Tiffany S. Powell, PhD

Abstract
This paper is a self-analysis case study of an African American professor who uses critical reflection to examine the relevance of utilizing culturally responsive teaching methods with her predominantly White students enrolled in a graduate level teacher education program. The overall finding is that there is some implication of relevance for employing this method and invites several opportunities for additional research in this area.

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