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Addressing the cultural differences between teachers and students requires what educational researcher Gloria Ladson-Billings describes as culturally relevant pedagogy.7 This approach to teaching advocates for a consideration of the culture of the students in determining the ways in which they are taught. Unfortunately, this approach cannot be implemented unless teachers broaden their scope beyond traditional classroom teaching.
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Christopher Emdin (For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy))
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Gloria Ladson-Billings says that successful teachers of low-income, culturally diverse children know that their students are "school dependent." What she means is that while children from more privileged backgrounds can manage to perform well in school and on high-stakes tests in spite of poor teachers, children who are not a part of the mainstream are dependent upon schools to teach them whatever they need to know to be successful.
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Lisa D. Delpit ("Multiplication Is for White People": Raising Expectations for Other People's Children)