Through the analysis of prior studies that encompass culturally responsive teaching, the role of culturally responsive teaching in a classroom was examined as to how it is executed in the classroom for students' overall growth and development. Examining each of the academic domains (reading, math, science, and social studies), allowed for comprehension and understanding of the significant role and benefits culturally responsive teaching has in the classroom. Themes were identified throughout the study as commonalities between studies arose. Themes as: drawing on prior connections, representation, cultural concepts, white-centric education (teacher pedagogy), the lack of translation in cultural aspects, and inclusion of all ethnicities and races. From a young age, students have innocent thoughts and opinions that have not been altered by society. Therefore, addressing and educating students on all cultures, ethnicities, and races at a younger age allows students to develop cultural competence. As evident from this study when a student is able to find connections between their prior knowledge and experience in their academic work they will be able to feel connected to the work, promoting engagement. Inside the classroom teachers can implement culturally responsive teaching across all domains, but before a teacher can teach it is immensely important that teachers educate themselves first to meet the needs of all students and respect the culture of all their students.

Culturally responsive teaching looks different across all domains, explicitly it can be seen in reading and social studies. In these domains, culture can be discussed and talked about while still involving the content. As evidenced by this study when a child is able to build on prior knowledge while being introduced to a new topic they can make connections. With the diversity in classrooms today it is crucial to address and teach all, including minorities and marginalized communities. By educating young students about the full world around them they can see and understand different opinions, perspectives, and lives of others. These connections allow an easier gateway to learning with understanding aspects of new material. Having students draw on personal experiences in the classroom prompts conversation but this conversation cannot be held without a safe learning environment. Leading to the importance of representation of all ethnicities, cultures, and races. By being aware of different student cultures in the classroom, teachers can build a curriculum around connections that can be made by all students to different cultures with equal representation promoting inclusion.

Culturally responsive teaching does not always have to be explicitly stated, representation can be integrated across all domains. As evidenced by this study culturally responsive teaching can also be used as manipulative in lessons. A teacher can add culturally relevant pictures or scenarios rather than traditional and generic manipulatives. Students from diverse backgrounds, particularly black students along with other racial minorities, are underrepresented and poorly served within the scientific community. As teachers, we can break this cycle by promoting and incorporating culturally inclusive methods as we present subject content.

Becoming culturally responsive teaches students about differences in viewpoint and that cultural diversity should be appreciated rather than judged or feared. Culture is not a problem, but a resource that can be used both inside and outside the classroom. By having multiple perspectives on the same topic the students can learn many different views which will help them in their understanding of the world around them. Teachers can do this by implementing culturally responsive teaching in the classroom, utilizing the resource of culture for the benefit of all persons in the classroom.